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Hemşirelik Eğitiminde Etkileşimli Video: Nedir? Faydaları, H5P ve Edpuzzle Araçları

Yıl 2024, Cilt: 3 Sayı: 3, 135 - 145, 30.11.2024
https://doi.org/10.59312/ebshealth.1522320

Öz

Eğitimde etkileşimli videoların kullanımı, öğrencilerin aktif katılımcılar olarak görülmesini ve öğrenmenin artmasını sağlar. Özellikle hemşirelik eğitiminde, bu videoların bireyselleştirilmiş öğrenme fırsatları sunarak öğrenci yeterliliklerini geliştirmede önemli bir rol oynadığı belirtilmektedir. Bu yöntemin kullanılmasıyla elde edilen olumlu çıktılar, eğitimde yenilikçi yöntemlerin benimsenmesi ve öğrenci memnuniyetinin artırılması için önemli bir fırsat sunmaktadır. Etkileşimli videonun avantajlarının yanısıra dezavantajları da bulunmaktadır. Bu nedenle etkili bir eğitimcinin, video klipleri seçerken ve tasarlarken yaratıcı olması son derece önemlidir. Son yıllarda, öğrenme için etkileşimli video kullanımında bir artış gözlemlenmektedir. Etkileşimli video alanı da hızla değişmekte ve farklılaşmaktadır. Etkileşimli video hazırlanırken sıklıkla H5P ve Edpuzzle gibi araçlar kullanılmaktadır. Bu makalede video tabanlı öğrenme, etkileşimli video, H5P ve Edpuzzle araçları hakkında bilgiler yer almaktadır.

Kaynakça

  • Ali, N. S., ve John, B. (2019). Examining the Efficacy of Online Self-Paced Interactive Video-Recordings in Nursing Skill Competency Learning: Seeking Preliminary Evidence Through an Action Research. Med Sci Educ, 29(2), 463-473. https://doi.org/10.1007/s40670-019-00714-4
  • Álvarez Álvarez, C., ve Mischel, L. (2024). Edpuzzle for e-learning: A study of perceived advantages and limitations. International Journal of Education and Development Using Information and Communication Technology 20(1), 134-145
  • Amali, L., Kadir, N., ve Latief, M. (2019). Development of e-learning content with H5P and iSpring features. Journal of Physics: Conference Series, 1387(1), 012019. https://doi.org/10.1088/1742-6596/1387/1/012019
  • Asal, Z., Yildirim, N., ve İNce, S. (2024). Hemşirelik Eğitiminde Etkileşimli Videoların Kullanımı. Akdeniz Hemşirelik Dergisi, 2(3), 99-106. https://doi.org/10.59398/ahd.1347574
  • Baker, A. (2016). Active Learning with Interactive Videos: Creating Student-Guided Learning Materials. Journal of Library ve Information Services in Distance Learning, 10(3-4), 79-87. https://doi.org/10.1080/1533290x.2016.1206776
  • Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sci Educ, 15(4), 1–6. https://doi.org/10.1187/cbe.16-03-0125
  • Clerkin, R., Patton, D., Moore, Z., Nugent, L., Avsar, P., ve O'Connor, T. (2022). What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis. Nurse Education Today, 111, 105280. https://doi.org/10.1016/j.nedt.2022.105280
  • Çonoğlu, G., Özkütük, N., ve Orgun, F. (2020). Hemşirelik eğitiminde yenilikçi eğitim paradigması: Öğretim teknolojileriyle duyuşsal alanı harekete geçirmek. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 36(1), 61-65.
  • Evi‐Colombo, A., Cattaneo, A., ve Bétrancourt, M. (2023). Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo. Journal of Computer Assisted Learning, 39(2), 501-516. https://doi.org/10.1111/jcal.12758
  • Fleming, S. E., Reynolds, J., ve Wallace, B. (2009). Lights... camera... action! a guide for creating a DVD/video. Nurse Educator, 34(3), 118-121.
  • Güngör, D. C., Orgun, F., ve Özkütük, N. (2023). Hemşirelik eğitimine değişen ve gelişen teknolojilerin yansımaları. Sağlık Akademisyenleri Dergisi, 10(1), 155-161.
  • Harrison, T. (2020). How distance education students perceive the impact of teaching videos on their learning. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 260-276. https://doi.org/10.1080/02680513.2019.1702518
  • Ilgaz, A. (2022). Flipped classroom with interactive videos applied to nursing students in the teaching of biostatistics knowledge: A mixed-method study. Journal of Nursology, 25(4), 245-253. https://doi.org/10.5152/JANHS.2022.2281132
  • Ilgaz, A. (2023). Flipped Classroom with Interactive Videos Applied to Nursing Students in the Teaching of Biostatistics Knowledge: A Mixed-Method Study. Journal of Nursology, 25(4), 245-253. https://doi.org/10.5152/janhs.2022.2281132
  • Jacob, T., ve Centofanti, S. (2023). Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting. J Comput High Educ, 1-17. https://doi.org/10.1007/s12528-023-09361-6
  • Kaplan, S., ve Tüzer, H. (2020). Effect of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students. Cukurova Medical Journal, 45(2), 604-612. https://doi.org/10.17826/cumj.668515
  • Killam, L. A., ve Luctkar-Flude, M. (2021). Virtual simulations to replace clinical hours in a family assessment course: Development using H5P, gamification, and student co-creation. Clinical Simulation in Nursing, 57, 59-65. https://doi.org/10.1016/j.ecns.2021.02.008
  • Lange, C., ve Costley, J. (2020). Improving online video lectures: learning challenges created by media. International Journal of Educational Technology in Higher Education, 17, 1-18. https://doi.org/10.1186/s41239-020-00190-6
  • Littlefield, A. (2019). Increasing cognitive thinking skills with Edpuzzle. Nurse Educator, 44(2), 78.
  • Long, O. A. H. O., Abd Halim, N. D., ve Hanid, M. F. A. (2023). A review on the use of video in education: Advantages and disadvantages. Innovative Teaching and Learning Journal, 7(2), 25-40.
  • Mischel, L. J. (2018). Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos. Management Teaching Review, 4(3), 283-289. https://doi.org/10.1177/2379298118773418
  • Moreno, G., Meneses-Monroy, A., Mohamedi-Abdelkader, S., Curcio, F., Dominguez-Capilla, R., Martinez-Rincon, C., Pacheco Del Cerro, E., ve Mayor-Silva, L. I. (2024). Virtual active learning to maximize knowledge acquisition in nursing students: A comparative study. Nurs Rep, 14(1), 128-139. https://doi.org/10.3390/nursrep14010011
  • Natarajan, J., Joseph, M. A., Al Shibli, Z. S., Al Hajji, S. S., Al Hanawi, D. K., Al Kharusi, A. N., ve Al Maqbali, I. M. (2022). Effectiveness of an Interactive Educational Video on Knowledge, Skill and Satisfaction of Nursing Students. Sultan Qaboos University Medical Journal, 22(4), 546-553. https://doi.org/10.18295/squmj.2.2022.013
  • Palaigeorgiou, G., Papadopoulou, A., ve Kazanidis, I. (2019). Interactive video for learning: a review of interaction types, commercial platforms, and design guidelines. Technology and Innovation in Learning, Teaching and Education: First International Conference, TECH-EDU 2018, Thessaloniki, Greece, June 20–22, 2018, Revised Selected Papers 1, 503-518. https://doi.org/10.1007/978-3-030-20954-4_38
  • Ploetzner, R. (2022). The effectiveness of enhanced interaction features in educational videos: a meta-analysis. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2022.2123002
  • Rahmi, U., Fajri, B. R., ve Azrul, A. (2024). Effectiveness of interactive content with H5P for Moodle-learning management system in blended learning. Journal of Learning for Development, 11(1), 66-81.
  • Sablić, M., Mirosavljević, A., ve Škugor, A. (2021). Video-based learning (VBL)—past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning, 26(4), 1061-1077. https://doi.org/10.1007/s10758-020-09455-5
  • Sarıgül, K. (2021a). H5P Etkileşimli İçerik Türlerinin Yabancı Dil Öğretimi Açısından Değerlendirilmesi. In Eğitim ve araştırmada yönelimler (1 ed., pp. 44-55). Sınırsız Eğitim ve Araştırma Derneği Yayınları.
  • Sarıgül, K. (2021b). Yabancı dil olarak Türkçe öğretiminde çevrim içi süreç değerlendirme araçları. Karamanoğlu Mehmetbey Üniversitesi Edebiyat Fakültesi Dergisi, 4(2021 Yunus Emre ve Türkçe Yılı Yabancı Dil Olarak Türkçe Öğretimi Özel Sayısı), 56-80. https://doi.org/10.47948/efad.922748
  • Sauli, F., Cattaneo, A., ve Van der Meij, H. (2018). Hypervideo for educational purposes: a literature review on a multifaceted technological tool. Technology, pedagogy and education, 27(1), 115-134. https://doi.org/10.1080/1475939X.2017.1407357
  • Sher, L., ve Freestone, C. (2021). Breathing life into study designs: creating an interactive module for first year nursing students. Journal of Health Information and Libraries Australasia, 2(2), 18-27.
  • Sinnayah, P., Salcedo, A., ve Rekhari, S. (2021). Reimagining physiology education with interactive content developed in H5P. Advances in Physiology Education, 45(1), 71-76. https://doi.org/10.1152/advan.00021.2020
  • Stone, R., Cooke, M., ve Mitchell, M. (2020). Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review. Nurse Education Today, 84, 104230. https://doi.org/10.1016/j.nedt.2019.104230
  • Şenyuva, E. (2019). Teknolojik gelişmelerin hemşirelik eğitimine yansımaları. Florence Nightingale Hemsirelik Dergisi, 27(1), 79. https://doi.org/10.26650/FNJN322556
  • Yürümezoğlu, H. A., Sezer, H., Şanlı, D., ve Okumuş, H. (2021). Pandemi sürecinde uzaktan eğitimde hemşire eğiticilerin rolleri ve öğrenen merkezli öğretim stratejilerine uygun web tabanlı araçların kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 24(4), 571-578. https://doi.org/10.17049/ataunihem.941538

Interactive Video in Nursing Education: What is it? Benefits, the Tools H5p and Edpuzzle

Yıl 2024, Cilt: 3 Sayı: 3, 135 - 145, 30.11.2024
https://doi.org/10.59312/ebshealth.1522320

Öz

The use of interactive videos in education facilitates students' engagement as active participants and enhances learning outcomes. In particular, in nursing education, these videos play a significant role in developing student competencies by offering personalized learning opportunities. The positive results obtained from this approach present an important opportunity for adopting innovative methods in education and increasing student satisfaction. Despite the benefits of interactive videos, there are also disadvantages associated with them. Therefore, it is crucial for an effective educator to be creative when selecting and designing video clips. Recently, there has been an observed increase in the use of interactive videos for learning. The field of interactive videos is also rapidly evolving and diversifying. Tools such as H5P and Edpuzzle are frequently used in the creation of interactive videos. This article provides information on video-based learning, interactive videos, and the tools H5P and Edpuzzle.

Kaynakça

  • Ali, N. S., ve John, B. (2019). Examining the Efficacy of Online Self-Paced Interactive Video-Recordings in Nursing Skill Competency Learning: Seeking Preliminary Evidence Through an Action Research. Med Sci Educ, 29(2), 463-473. https://doi.org/10.1007/s40670-019-00714-4
  • Álvarez Álvarez, C., ve Mischel, L. (2024). Edpuzzle for e-learning: A study of perceived advantages and limitations. International Journal of Education and Development Using Information and Communication Technology 20(1), 134-145
  • Amali, L., Kadir, N., ve Latief, M. (2019). Development of e-learning content with H5P and iSpring features. Journal of Physics: Conference Series, 1387(1), 012019. https://doi.org/10.1088/1742-6596/1387/1/012019
  • Asal, Z., Yildirim, N., ve İNce, S. (2024). Hemşirelik Eğitiminde Etkileşimli Videoların Kullanımı. Akdeniz Hemşirelik Dergisi, 2(3), 99-106. https://doi.org/10.59398/ahd.1347574
  • Baker, A. (2016). Active Learning with Interactive Videos: Creating Student-Guided Learning Materials. Journal of Library ve Information Services in Distance Learning, 10(3-4), 79-87. https://doi.org/10.1080/1533290x.2016.1206776
  • Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sci Educ, 15(4), 1–6. https://doi.org/10.1187/cbe.16-03-0125
  • Clerkin, R., Patton, D., Moore, Z., Nugent, L., Avsar, P., ve O'Connor, T. (2022). What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis. Nurse Education Today, 111, 105280. https://doi.org/10.1016/j.nedt.2022.105280
  • Çonoğlu, G., Özkütük, N., ve Orgun, F. (2020). Hemşirelik eğitiminde yenilikçi eğitim paradigması: Öğretim teknolojileriyle duyuşsal alanı harekete geçirmek. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 36(1), 61-65.
  • Evi‐Colombo, A., Cattaneo, A., ve Bétrancourt, M. (2023). Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo. Journal of Computer Assisted Learning, 39(2), 501-516. https://doi.org/10.1111/jcal.12758
  • Fleming, S. E., Reynolds, J., ve Wallace, B. (2009). Lights... camera... action! a guide for creating a DVD/video. Nurse Educator, 34(3), 118-121.
  • Güngör, D. C., Orgun, F., ve Özkütük, N. (2023). Hemşirelik eğitimine değişen ve gelişen teknolojilerin yansımaları. Sağlık Akademisyenleri Dergisi, 10(1), 155-161.
  • Harrison, T. (2020). How distance education students perceive the impact of teaching videos on their learning. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 260-276. https://doi.org/10.1080/02680513.2019.1702518
  • Ilgaz, A. (2022). Flipped classroom with interactive videos applied to nursing students in the teaching of biostatistics knowledge: A mixed-method study. Journal of Nursology, 25(4), 245-253. https://doi.org/10.5152/JANHS.2022.2281132
  • Ilgaz, A. (2023). Flipped Classroom with Interactive Videos Applied to Nursing Students in the Teaching of Biostatistics Knowledge: A Mixed-Method Study. Journal of Nursology, 25(4), 245-253. https://doi.org/10.5152/janhs.2022.2281132
  • Jacob, T., ve Centofanti, S. (2023). Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting. J Comput High Educ, 1-17. https://doi.org/10.1007/s12528-023-09361-6
  • Kaplan, S., ve Tüzer, H. (2020). Effect of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students. Cukurova Medical Journal, 45(2), 604-612. https://doi.org/10.17826/cumj.668515
  • Killam, L. A., ve Luctkar-Flude, M. (2021). Virtual simulations to replace clinical hours in a family assessment course: Development using H5P, gamification, and student co-creation. Clinical Simulation in Nursing, 57, 59-65. https://doi.org/10.1016/j.ecns.2021.02.008
  • Lange, C., ve Costley, J. (2020). Improving online video lectures: learning challenges created by media. International Journal of Educational Technology in Higher Education, 17, 1-18. https://doi.org/10.1186/s41239-020-00190-6
  • Littlefield, A. (2019). Increasing cognitive thinking skills with Edpuzzle. Nurse Educator, 44(2), 78.
  • Long, O. A. H. O., Abd Halim, N. D., ve Hanid, M. F. A. (2023). A review on the use of video in education: Advantages and disadvantages. Innovative Teaching and Learning Journal, 7(2), 25-40.
  • Mischel, L. J. (2018). Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos. Management Teaching Review, 4(3), 283-289. https://doi.org/10.1177/2379298118773418
  • Moreno, G., Meneses-Monroy, A., Mohamedi-Abdelkader, S., Curcio, F., Dominguez-Capilla, R., Martinez-Rincon, C., Pacheco Del Cerro, E., ve Mayor-Silva, L. I. (2024). Virtual active learning to maximize knowledge acquisition in nursing students: A comparative study. Nurs Rep, 14(1), 128-139. https://doi.org/10.3390/nursrep14010011
  • Natarajan, J., Joseph, M. A., Al Shibli, Z. S., Al Hajji, S. S., Al Hanawi, D. K., Al Kharusi, A. N., ve Al Maqbali, I. M. (2022). Effectiveness of an Interactive Educational Video on Knowledge, Skill and Satisfaction of Nursing Students. Sultan Qaboos University Medical Journal, 22(4), 546-553. https://doi.org/10.18295/squmj.2.2022.013
  • Palaigeorgiou, G., Papadopoulou, A., ve Kazanidis, I. (2019). Interactive video for learning: a review of interaction types, commercial platforms, and design guidelines. Technology and Innovation in Learning, Teaching and Education: First International Conference, TECH-EDU 2018, Thessaloniki, Greece, June 20–22, 2018, Revised Selected Papers 1, 503-518. https://doi.org/10.1007/978-3-030-20954-4_38
  • Ploetzner, R. (2022). The effectiveness of enhanced interaction features in educational videos: a meta-analysis. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2022.2123002
  • Rahmi, U., Fajri, B. R., ve Azrul, A. (2024). Effectiveness of interactive content with H5P for Moodle-learning management system in blended learning. Journal of Learning for Development, 11(1), 66-81.
  • Sablić, M., Mirosavljević, A., ve Škugor, A. (2021). Video-based learning (VBL)—past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning, 26(4), 1061-1077. https://doi.org/10.1007/s10758-020-09455-5
  • Sarıgül, K. (2021a). H5P Etkileşimli İçerik Türlerinin Yabancı Dil Öğretimi Açısından Değerlendirilmesi. In Eğitim ve araştırmada yönelimler (1 ed., pp. 44-55). Sınırsız Eğitim ve Araştırma Derneği Yayınları.
  • Sarıgül, K. (2021b). Yabancı dil olarak Türkçe öğretiminde çevrim içi süreç değerlendirme araçları. Karamanoğlu Mehmetbey Üniversitesi Edebiyat Fakültesi Dergisi, 4(2021 Yunus Emre ve Türkçe Yılı Yabancı Dil Olarak Türkçe Öğretimi Özel Sayısı), 56-80. https://doi.org/10.47948/efad.922748
  • Sauli, F., Cattaneo, A., ve Van der Meij, H. (2018). Hypervideo for educational purposes: a literature review on a multifaceted technological tool. Technology, pedagogy and education, 27(1), 115-134. https://doi.org/10.1080/1475939X.2017.1407357
  • Sher, L., ve Freestone, C. (2021). Breathing life into study designs: creating an interactive module for first year nursing students. Journal of Health Information and Libraries Australasia, 2(2), 18-27.
  • Sinnayah, P., Salcedo, A., ve Rekhari, S. (2021). Reimagining physiology education with interactive content developed in H5P. Advances in Physiology Education, 45(1), 71-76. https://doi.org/10.1152/advan.00021.2020
  • Stone, R., Cooke, M., ve Mitchell, M. (2020). Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review. Nurse Education Today, 84, 104230. https://doi.org/10.1016/j.nedt.2019.104230
  • Şenyuva, E. (2019). Teknolojik gelişmelerin hemşirelik eğitimine yansımaları. Florence Nightingale Hemsirelik Dergisi, 27(1), 79. https://doi.org/10.26650/FNJN322556
  • Yürümezoğlu, H. A., Sezer, H., Şanlı, D., ve Okumuş, H. (2021). Pandemi sürecinde uzaktan eğitimde hemşire eğiticilerin rolleri ve öğrenen merkezli öğretim stratejilerine uygun web tabanlı araçların kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 24(4), 571-578. https://doi.org/10.17049/ataunihem.941538
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Hemşirelik Eğitimi
Bölüm Derlemeler
Yazarlar

Esra Cantürk 0000-0001-8983-966X

Hülya Bulut 0000-0001-8241-989X

Yayımlanma Tarihi 30 Kasım 2024
Gönderilme Tarihi 25 Temmuz 2024
Kabul Tarihi 7 Kasım 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 3 Sayı: 3

Kaynak Göster

APA Cantürk, E., & Bulut, H. (2024). Hemşirelik Eğitiminde Etkileşimli Video: Nedir? Faydaları, H5P ve Edpuzzle Araçları. Doğu Karadeniz Sağlık Bilimleri Dergisi, 3(3), 135-145. https://doi.org/10.59312/ebshealth.1522320

Doğu Karadeniz Sağlık Bilimleri Dergisi - EBSHealth
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ebshealth@giresun.edu.tr

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