The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated interest in science, and clarified understanding.
Details
Type Journal ArticlePub Date 9/1/2012Stock # jcst12_042_01_26Volume 042Issue 01