Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience
Identifiers
URI: http://hdl.handle.net/20.500.12020/1038ISSN: 2071-1050
DOI: doi.org/10.3390/su15065596
Date
2023-03-22Document type
articleÁrea/s de conocimiento
Ciencias de la EducaciónMateria/s Unesco
5312.04 EducaciónAbstract
With the arrival of the pandemic, many education students in higher education classrooms
saw how their internships were cancelled, making it impossible for them to access real contexts that
would let them know how their everyday professional life would be. Consequently, it was necessary
to make a methodological change. To bridge the gap between theoretical and practical training, we
conducted an educational experience at a private university where several educational videos were
used to reflect the implementation of different educational methodologies in teaching mathematics
by expert teachers. In the recorded practices, it was shown how four different methodologies
were implemented in several contexts during the day-to-day classes: International Baccalaureate
(IB), gamification, flipped classroom and project-based learning. We studied each methodology to
measure their impact on primary students’ learning and guarantee that higher education students
had visualized effective practices through micro-videos. The results of our study show that, in certain
aspects of mathematics, the students’ own teaching capabilities have greater influence than the
theoretical methodological instruction they generally receive in the classroom. Further, concerning
students’ perceptions, we can conclude that their motivation increased towards the use of microvideos,
since they became active agents of their own learning.