期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2018
卷号：15
期号：1
页码：1-6
DOI：10.3352/jeehp.2018.15.24
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model.Methods:Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males,17 females) at Dankook University College of Dentistry,Korea,who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year.The instructor uploaded the lecture videos to YouTube before each class.At the end of the second semester,the students were surveyed using a questionnaire devised by the authors.Results:Of the students,53 (76.8%) always watched the lecture before the class,48 (69.6%) used their smartphones,and 66 (95.7%) stated that they watched the lectures at home.The majority of the students replied that the video lectures were easier to understand than face to face lectures (82.6%) and that they would like to view the videos again after graduation (73.9%).Conclusion:Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.
关键词：Purpose:The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model.Methods:Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males,17 females) at Dankook University College of Dentistry,Korea,who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year.The instructor uploaded the lecture videos to YouTube before each class.At the end of the second semester,the students were surveyed using a questionnaire devised by the authors.Results:Of the students,53 (76.8%) always watched the lecture before the class,48 (69.6%) used their smartphones,and 66 (95.7%) stated that they watched the lectures at home.The majority of the students replied that the video lectures were easier to understand than face to face lectures (82.6%) and that they would like to view the videos again after graduation (73.9%).Conclusion:Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.
