Enhancing Teaching Materials through Synergy: Combining Pre-Recorded Video Lectures and Traditional Methods to Elevate Engagement and Quality
| المصدر: | العلوم التربوية |
|---|---|
| الناشر: | جامعة القاهرة - كلية الدراسات العليا للتربية |
| المؤلف الرئيسي: | Alsalim, Monirah (Author) |
| مؤلفين آخرين: | Almsaud, Tareq (Co-Author) , Zayeb, Alaa (Co-Author) |
| المجلد/العدد: | مج32, ع4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أكتوبر |
| الصفحات: | 1 - 58 |
| ISSN: |
1110-7847 |
| رقم MD: | 1532814 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Pre-Recorded Video Lectures | Traditional Teaching Methods | Student Engagement | Hybrid Teaching Approach | Higher Education
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
This paper investigates the effectiveness of combining pre-recorded video lectures with traditional face-to-face teaching methods in enhancing the educational process at the College of Basic Education under the Public Authority for Applied Education and Training (PAAET) in Kuwait. The study focuses on college lecturers, exploring how the synergy between both teaching methods improves content delivery, student engagement, and time management. By reducing the need for repetitive lectures, pre-recorded videos allow lecturers to focus on addressing individual learning needs, customizing instruction, and managing classroom dynamics more effectively. The research employs a mixed method, gathering data through a close-ended and open-ended questionnaire administered to lecturers over five academic years. The findings found that this hybrid approach not only benefits lecturers by providing flexibility and clarity but also empowers them to refine their teaching styles and continuously improve their content. Ultimately, the study offers insights into how pre-recorded content can complement traditional teaching and contribute to better educational outcomes in higher education settings. |
|---|---|
| ISSN: |
1110-7847 |
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