Audiovisual Resources in Formal and Informal Learning: Spanish and Mexican Students' Attitudes

Autor/inn/en	Fombona, Javier; Pascual, Maria Angeles
Titel	Audiovisual Resources in Formal and Informal Learning: Spanish and Mexican Students' Attitudes
Quelle	In: International Education Studies, 6 (2013) 2, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Student Attitudes; Informal Education; Audiovisual Aids; Educational Resources; Multimedia Materials; Student Surveys; Learning Strategies; Educational Technology; Questionnaires; Likert Scales; Elementary Secondary Education; College Students; Time Factors (Learning); Time on Task; Mass Media Use; Mass Media Role; Academic Achievement; Mexico; Spain + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Informelle Bildung; Nichtformale Bildung; Audiovisuelles Medium; Bildungsmittel; Schülerbefragung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtsmedien; Fragebogen; Likert-Skala; Collegestudent; Zeitaufwand; Mediennutzung; Schulleistung; Mexiko; Spanien
Abstract	This research analyses the evolution in the effectiveness of media messages and aims to optimize the use of ICTs in educational settings. The cultural impact of television and multimedia resources is increasing as they move to the Internet with ever greater quality. The integration of visual narrative techniques with multimedia playback capabilities of the Internet is creating an innovative model of knowledge transfer that contrasts with some traditional school approaches. So, the introduction of audiovisual elements and multimedia resources in the classroom seems to be more effective than other "traditional" methodologies. In order to assess and test this initial hypothesis, this research relies on empirical data from a survey conducted among more than 400 students from Spanish and Mexican schools. Besides considering the relation between the time spent watching multimedia resources and students' academic performance, this paper analyses the possible benefits of learning strategies that include multimedia and audiovisual elements. Above all, we suggest that teachers should use educative methodologies that trigger emotional responses, in the same way as entertainment and multimedia resources do. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01