Videojuhised programmeerimise aluste kursustel
Antud töös on käsitletud videojuhiste integreerimist õppetöösse. Vaatluse all on erinevad videojuhiste kasutuselevõtu aspektid: tehniline keerukus, ajakulu ja üliõpilaste hinnang videote kasutamisest/kasutusmugavusest. Uuritud on varasemaid teadustöid samal teemal, et saada ülevaade, mida on mujal maailmas tehtud ning mis tulemusteni jõuti. Ühtlasi on käesoleva töö raames koostatud 15 videojuhist kahe kursuse jaoks ning küsitletud tudengeid, selgitamaks nende hinnanguid ja arvamusi videojuhiste kasutamise kohta õppetöös. Lisaks annab videote valmistamine ettekujutuse videomaterjalide koostamise ajamahust ja keerukusest. Ühel videote koostamise juhul on võrreldud kahe sama sisuga, kuid erinevate vahenditega valmistatud video kvaliteeti ning kvaliteedi mõju tudengite hinnangule videotest arusaamisel. Saadud tulemused on pigem esialgsed ja sobivad kasutamiseks alusena edasiste uuringute läbiviimisele.Technological advances and widespread use of the internet in Estonia among young people and students have produced a basis to investigate the possibilities of new teaching methods more thoroughly. Recording lectures and using them as a teaching method is quite common throughout the Institute of Computer Science in University of Tartu. Meanwhile video tutorials are relatively new and unknown practice in the University. The main objective of current thesis was to find out what video tutorials are and how to integrate them with existing programming courses. The first part of this thesis investigates the common practices of creating screencasts, to give an overview of the procedures and aspects that need to be considered, when producing video tutorials. This analysis can be used as a guideline for lecturers on how to make screencasts. The author reviews other research papers in order to evaluate the efficiency of using video as a means for teaching. Principally most of the studies concluded that using screencasts as learning materials had a positive impact on student grades, which could be an incentive for lecturers to use videos as teaching tools. In the practical portion of this paper 15 video tutorials were composed for Introduction to Programming and Introductory to Programming II courses. Students were asked to respond to questionnaires that assessed the advantages and user satisfaction of using screencasts as study material. Also comparison of two video tutorials, with same content but with different quality, was conducted for establishing whether or not video quality influences the comprehension of presented subject. Results showed that video characteristics do not affect substantially the understanding of a given topic, though these are only initial results and a more thorough research should be carried out.