Open AccessThe Effectiveness of Using Videolecture in Teaching Biology
Author(s) -
K.N. Makhanbet,
Z.A. Askarova
Publication year - 2022
Publication title -
a. âsaui atyndaġy halyķaralyķ ķazaķ-tùrìk universitetìnìṇ habaršysy/a. âsaui atyndaġy halyk̦aralyk̦ k̦azak̦-tùrìk universitetìnìn̦ habaršysy
Language(s) - English
Resource type - Journals
eISSN - 2664-0686
pISSN - 2306-7365
DOI - 10.47526/2022-1/2664-0686.20
Subject(s) - video feedback , specialty , quality (philosophy) , process (computing) , teaching method , computer science , multimedia , medical education , mathematics education , psychology , medicine , physics , psychiatry , optics , operating system , quantum mechanics
This article discusses the issues of effective use of video lectures in teaching biology, the methodological foundations of its creation and improving the effectiveness of teaching using video tutorials. Due to the transition of the educational process to a distance learning format due to the epidemic situation in the country, dependence on the use of video lectures in education has increased. The main purpose of the study is to identify the advantages and disadvantages of using video lectures in higher educational institutions of Kazakhstan and to improve the quality of education through the use of video lectures. The research work was carried out for 3rd year students of the specialty «Biology» of al-Farabi Kazakh National University. When studying the effectiveness of video lectures in teaching biology, video tutorials were filmed using various information technologies. The use of these technologies in the biology course contributes to the development of students' level of training and skills in the use of ICT. During the theoretical analysis, positive and negative aspects of the use of video lectures were identified. The positive aspects-the ability to effectively use time management and review the video lecture at any time – showed the importance of obtaining information for students. The negative aspects are affected by the passivity of students when watching video lectures, as well as the lack of direct contact with the lecturer. The results of this study are important both for the development of psychodidactics of the university and for the development of a system of video lectures for individual training courses.