Journal articles on the topic 'Video tutorial lesson (VTLs)'

This research was instigated by the lack of student interest in reading books, so it was needed amedia such a tutorial video that could help students understand the lesson. This research aimed atdesigning a valid tutorial video with Wondershare Filmora software on Acid Base lesson based onvalidation by the experts of material and media, and the practicality test by teachers and students.It was Research and Development (R&D) with Borg and Gall development model. The steps in thisresearch were 1) researching and collecting information, 2) planning, 3) developing the initialform of the product, and 4) preliminary field testing, 5) revising the product. Preliminary fieldtesting was conducted at the tenth-grade students of Natural Science Ikhwan of Islamic IntegratedSenior High School of Al-Fityah Pekanbaru. The validation result by the experts of media andmaterial was 91.25% and it was on very valid criterion. The result of teacher practicality test was95.13%, and it was on very practical category. The result of student practicality test was 82.7%,and it was on very practical category.

This article discusses the issues of developing and conducting lessons using the method of video lessons. The stages of organizing video lessons during the distance learning are provided.The article discusses the video lesson itself in different ways, for example, the following three types of lessons can be distinguished:a lesson on the introduction (explanation) of new material; lessons on consolidation of knowledge, skills and abilities are provided; summarizes knowledge, skills and abilities and ends with a control lesson.Topical issues are addressed in order to create short videos on each topic so that students can review the material on their own and not wait for the teacher’s answer. There are several programs for creating video lessons. They are: Сamtasia Studio, Macromedia Flash, Screen2exe, Jing, Werbineria, Wink.It is shown that the whole process can be divided into three stages: write a video tutorial on Camtasia Recorder, editing (post-editing) is provided in the Camtasia Studio editor,the video file is encoded.

The purpose of the research is to study the process of transformation of the structure of a modern Ukrainian language lesson in the context of distance learning. To achieve this purpose, the following methodsare used: analysis of scientific linguistic and didactic literature, theoretical understanding and generalization of the scientific foundations of the problem under study; observation of the distance educational process in Ukrainian language lessons in gymnasiums and lyceums, analysis of distance lessons of the Ukrainian language. As a result of the study the definition of a distance Ukrainian language lesson as a form of organizing the process of online learning of the Ukrainian language is formulated, which provides for remote interaction between teachers and students in synchronous and asynchronous modes using remote technologies. It is proposed to distinguish this type of lesson from an online video tutorial of the Ukrainian language – a video of an informational and educational nature that simulates the process of teaching the Ukrainian language within an artificially created communicative space. The distinctive features of a video tutorial (YouTube lesson) and a distance (online) Ukrainian language lesson are determined according to the following criteria: accessibility, adaptability, duration, method of regulation, content, mode of conducting, availability of feedback. The main blocks of the distance lesson of the Ukrainian language are highlighted and characterized, which are the following: instructional, monitoring and diagnostic, motivational, informational, communicative and consulting, generalizing, control, final. A universal model of the distance lesson of the Ukrainian language is designed. Conclusions. The structure of the distance lesson of the Ukrainian language is not a replication of the traditional lesson structure, because it depends not only on the topic, type and purpose of the distance lesson, but also is regulated by the features of the use of digital technologies (interactive online didactic resources), adapted schedule and medical safety requirements (rules and regulations) regarding the educational environment for IGSE. Unlike a traditional Ukrainian language lesson, the elements of a distance lesson are not stages, but structural blocks, the content of which, on the one hand, is less situational compared to the stages of a traditional lesson, and on the other hand, is more variable than the content of an online video tutorial of the Ukrainian language. Conducting distance lessons in synchronous mode lasting 40–45 minutes leads to an overload of both students and teachers, which means that individual blocks of the distance lesson, depending on the content, must be organized in synchronous mode, and others – in asynchronous mode.Key words: distance learning, distance Ukrainian language lesson, online Ukrainian language lesson, distance lesson structure, distance lesson structural block. Мета розвідки – дослідити процес трансформації структури сучасного уроку української мови в умовах дистанційного навчання. Для досягнення мети використано такі методи, як: аналіз наукової лінгводидактичної літератури, теоретичне осмислення й узагальнення наукових засад досліджуваної проблеми; спостереження за дистанційним освітнім процесом на уроках української мови в гімназіях і ліцеях, аналізування дистанційних уроків української мови. У результаті дослідження сформульовано дефініцію дистанційного уроку української мови як форми організації процесу онлайнового навчання української мови, що передбачає віддалену взаємодію вчителя й учнів у синхронному й асинхронному режимах із використанням дистанційних технологій. Запропоновано відрізняти цей різновид уроку від онлайнового відеоуроку української мови – ролику інформаційно-пізнавального характеру, що імітує процес навчання української мови в межах штучно створеного комунікативного простору. Визначено відмінні ознаки відеоуроку (ютуб-уроку) й дистанційного (онлайнового) уроку української мови за такими критеріями, як: доступність, адаптованість, тривалість, спосіб регламентування, зміст, режим проведення, наявність зворотного зв’язку. Виокрем-лено і охарактеризовано основні блоки дистанційного уроку української мови: інструктивний, моніторингово-діагностувальний, мотиваційний, інформаційний, комунікативно-консультаційний, узагальнювальний, контрольний, підсумковий. Спроєктовано універсальну модель дистанційного уроку української мови. Висновки. Структура дистанційного уроку української мови не є реплікацією структури традиційного уроку, оскільки залежить не тільки від теми, типу й мети дистанційного уроку, а й регламентована особливостями застосування цифрових технологій (інтерактивними онлайновими дидактичними ресурсами), адаптованого розкладу та медичними вимогами безпеки (правилами й нормами) щодо освітнього середовища для ЗЗСО. На відміну від традиційного уроку української мови, елементами дистанційного уроку є не етапи, а структурні блоки, змістове наповнення яких, з одного боку, є менш ситуативним порівняно з етапами традиційного уроку, з іншого – більш варіативним, ніж наповнення онлайнового відеоуроку української мови. Проведення дистанційних уроків у синхронному режимі тривалістю 40–45 хвилин призводить до перевантаження як здобувачів освіти, так і вчителів, а отже, окремі блоки дистанційного уроку залежно від змістового наповнення необхідно організувати у синхронному режимі, а інші – в асинхронному.Ключові слова: дистанційне навчання, дистанційний урок української мови, онлайновий урок української мови, структура дистанційного уроку, структурний блок дистанційного уроку.

This study aimed to develop a lesson study-based micro-teaching design for prospective elementary school teachers in early reading instruction. This study utilized an instructional development method from Dick and Carey, comprising seven stages of research procedure. Data were collected through questionnaires, field notes, and documentation, and analyzed using descriptive quantitative and qualitative methods. In this study, a product successfully developed a lesson study-based micro-teaching design presented in video tutorials for teaching early reading in elementary school. The result shows that development of this micro- teaching design was successfully implemented and served as a guide for early reading instruction in the Indonesian Language Learning in elementary school course. Micro-teaching was developed as tutorial stages for early reading instruction, based on a process approach encompassing pre-reading phase, reading phase, and post-reading phase, combined with a lesson study approach for collaborative and reflective teaching practices.

In order to follow the procedures for utilizing good and appropriate skincare in the Tasya Farasya skincare lesson youtube video, this study intends to uncover the types of imperative sentences in the film. Sentences with imperatives are those that issue commands. Oral or written instructions may be given for this. According to the Great Dictionary of the Indonesian Language (KBBI), imperative sentences serve as directives or orders in general. An imperative statement directs or asks the listener to act in the speaker's preferred way. The research methodology utilized in this study is qualitative research, which aims to understand what the research subject is feeling by expressing it in language or words in a context using a scientific technique. The author of this study has chosen to use a qualitative method of research because the researcher's title is more focused on describing something, and the qualitative design is consistent with the researcher's title given that this study also aims to analyze the imperative sentences found in Tasya Farasya's YouTube videos. This study adopted a descriptive qualitative methodology.

Penelitian ini bertujuan untuk mendeskripsikan penerapan media video Youtube tutorial untuk meningkatkan hasil pembelajaran lari sprint. Subjek penelitian ini adalah siswa kelas VIIA SMP Negeri 4 Wonomerto sebanyak 24 siswa. Teknik pengumpulan data meliputi tes praktik lari sprint, lembar observasi siswa selama mengikuti pembelajaran. Teknik analisis data menggunakan deskriptif persentase untuk mengungkap hasil ketuntasan belajar. Hasil siklus I menunjukkan bahwa 60 % siswa mencapai ketuntasan belajar . Hasil siklus II menunjukkan bahwa 90 % siswa mencapai ketuntasan belajar. Karena persentase ketuntasan hasil belajar siswa melampaui 80%, penelitian tindakan kelas ini telah mencapai indikator keberhasilan. This study aims to describe the application of YouTube tutorial video media to improve learning outcomes for sprinting. The subjects of this study were 24 students of class VIIA SMP Negeri 4 Wonomerto. Data collection techniques include sprint running practice tests, student observation sheets during the lesson. The data analysis technique uses descriptive percentages to reveal the results of learning completeness. The results of cycle I showed that 60% of students achieved mastery learning. The results of cycle II showed that 90% of students achieved mastery learning. Because the percentage of student learning outcomes exceeds 80%, this classroom action research has achieved indicators of success.

Nearly everyone involved in the education system is new to blended learning. While teachers have to navigate around the new environment, they have to ensure that their learners are not left behind. Teachers’ awareness of students’ experiences during the pandemic, be it school-related or personal helps them adjust their approaches to the teaching-learning process. This study employed the qualitative research, specifically the multiple case study design. Informal interview transcripts, school documents, call transcripts, and validation statements were the main source of data for the study. The result of the study revealed three themes in the pursuit to answer the research questions presented in this research. These themes were student experiences in the new normal modality of education, factors that affect student participation rate in blended learning, and school and teacher interventions that learners seek. In this research, the videos were simplified by the teacher through explaining the lesson in a simpler language without compromising the substantial content. Students’ consistent response that simplified lesson videos helped them learn in their own pace must encourage teachers to include such support in planning for their synchronous and asynchronous classes. Another vital support that teachers and the school can provide during these challenging times is to look after the well-being of their students. Constant and enhanced follow-up of learners done in a subtle and encouraging manner will increase learner motivation to continue their studies despite the challenges and struggles they encounter in their life and in their studies.

The purpose of this study is to examine digital-based learning management with a multimodal approach to transform teaching materials. This study involved a multimodal approach to meaning interpretation, applying three metafunction principles: ideational (representational), interpersonal (social relations), and textual (organizing text). Such three metafunctions are combined with text, image, sound, and video tutorial modes in teaching materials. This study included twelve students willing to answer five open-ended questions about digital teaching materials via Google forms. The study's findings identified student feedback assessing digital teaching materials, specifically: 1) teaching materials packaged in ebook creator; 2) integration of multimedia in teaching materials; 3) integration of digital storytelling in teaching materials; and 4) material by the lesson plan. This study has implications for digital-based teaching to transmit innovative and diverse knowledge.

This article set out to analyze the results of the Teacher Training Program for the use of rubrics in assessment of learning, implemented at FAESA Centro Universitário, whose objective was to train teachers for the use of rubrics in learning assessment, aiming to optimize teaching work and provide qualified, transparent and meaningful feedback to students. Created by teachers for teachers, the program contains four stages: Planning; Development of relevant teaching material; Execution of virtual training; and personalized pedagogical consultancy. This methodology brought significant results: 153 teachers trained (initial target of 100 teachers); 1 e-book, entitled “Guide to learning assessment using rubrics”; 1 video tutorial about the use of rubrics in learning assessment using the Rubrics tool in AVA FAESA; and 1 video lesson called Promoting equity in assessment: using rubrics to correct academic works. Analysis of the results indicated the relevance of the topic for higher education, where the use of academic work as an evaluation strategy is recurrent. Continuity, revisiting and improvement of the program are suggested, aiming at comprehensive teachers training.

This study demonstrates how number patterns can be used for calculator instructional lesson. The lesson’s strengths are reflected by teachers’ qualitative evaluation comments. The study contributes teacher learning material on calculator use for their professional development. The study is guided by qualitative case study research design utilising socio-cultural activity theory. Data were collected from the teacher’s scheme of work, observation of three 20 minutes lessons separated by 15 minutes breaks and lesson evaluation discussions from the lesson’s video by 46 mathematics teachers in five groups. The study found that: the demonstration lesson motivated participating teachers and learners to use calculators. The demonstrating teacher had a high pedagogical technology knowledge level (being proficient user of a calculator, understanding principles and techniques required to use the calculator to teach mathematics). The class environment was conducive (allowed learners to talk to each other or stand to consult a friend on the other desk). Every learner had a calculator. Demonstration charts were clear and visible from the back of the class. The teacher was enthusiastic, able to sequence content and reflect on investigative teaching methods. Teacher applied demonstration, directive, group and individual activities in the same lesson. Calculator application procedure notes on learners’ cell phones brought the teacher on the child’s side for a one-on-one tutorial. Study concluded that, calculators make mathematics exploration, experimentation and learning mathematics patterns possible and interesting. Collaborative inquiry was the framework of the lesson. Learners were motivated to learn in and out of the class. Some learners had challenges of low vision. They took time to identify [x2], [x3] and [yx] calculator keys. Those with thick fingers and ladies with long artificial finger nails pressed more than one key at a time. These experiences form assumed knowledge content for next lesson introduction.

This study aims to improve the competence of conducting meetings for class XI students of the Office Administration Automation Expertise Program at SMK Negeri 3 Surakarta in the 2019/2020 academic year through the application of integrated learning assisted by video tutorial based learning. This research is a classroom action research. As a teaching teacher as well as a researcher who will carry out teaching by applying the Integrated video tutorial learning model that has been planned. Based on the data analysis of the research results in the first cycle, there were 24 students who paid attention and the second cycle became 32 students who paid attention or were included in the very good category. Furthermore, in the conducive aspect of the implementation of group discussions, there was an increase to 30 students who paid attention and concentration or 93.75% included in the very good category of cycle I where there were only 24 students who paid attention and concentration or 71.87%. In the aspect of the intensity of the implementation of group discussions after listening to the broadcast, there were 22 students who paid attention or 68.75% and were included in the sufficient category in the first cycle, in the second cycle there were 32 students or 100% and included in the very good category. In the last aspect, namely the reflectivity of reflection activities at the end of the lesson so that students know the shortcomings and what will be done next, there are 29 students or 90.62% categorized as very good and has increased from cycle I.

Kompleksitas permasalahan pembelajaran 4.0 dapat diatasi dengan penggunaan teknologi. Akan tetapi, tidak semua guru mahir memanfaatkan teknologi untuk membantu proses pembelajaran. Untuk itu, program pengabdian masyarakat ini bertujuan memberikan pelatihan kepada guru-guru di SMA Negeri 4 Palangka Raya tentang blended learning dan aplikasi-aplikasi pendukungnya. Metode yang diberikan adalah ceramah, tanya jawab, tutorial, dan demonstrasi. Konsep blended learning dan variasi model terapannya dikenalkan kepada para peserta pelatihan. Kemudian, aplikasi cisco webex dan mentimeter dilatihkan penggunaannya melalui tutorial dan demonstrasi sebagai aplikasi pendukung blended learning. Cisco webex meeting dapat digunakan guru untuk terhubung dengan peserta didik dari jarak jauh melalui video conference, sedangkan mentimeter dapat dimanfaatkan untuk meningkatkan keterlibatan siswa dalam proses pembelajaran. Dari pelatihan ini dihasilkan lima Rencana Pelaksanaan Pembelajaran (RPP) yang dikerjakan secara berkelompok oleh peserta pelatihan dengan menerapkan media cisco webex dan mentimeter. Hasil dari pelatihan ini dapat mendorong guru untuk mulai mengaplikasikan teknologi pada pembelajaran agar efektif dan efisien. The problem complexities in learning 4.0 can be solved by using technologies. However, there is a lack of teacher skills in applying technology to enhance the learning process. Therefore, this dedication to society program aims to train teachers in SMAN 4 Palangka Raya about blended learning and its supporting media. The given method was the lecture, question and answer, tutorial, and demonstration. The blended learning concept and its model variations were introduced to trainees. Then, the Cisco Webex meeting and Mentimeter were trained to them by tutorials and demonstrations as supporting media of blended learning. The Cisco Webex meeting can be used by teachers to stay connected to students by video conference, while the Mentimeter can be used to improve students' engagement in the learning process. From this training, five lesson plans were produced in groups by the trainees using cisco Webex and Mentimeter. Hopefully, this training can encourage teachers to start applying technology to learning to be effective and efficient.

Interactive learning media is technology used in the learning process that allows users to interact actively with lesson material. Users can access it via devices connected to the internet via a web-based learning media platform. This learning platform provides the flexibility to access lessons freely, without being limited to location or time schedule. User needs analysis, prototype design, implementation, and platform testing are part of the research process. One approach that can be used in the system design process is the prototype method. The research objective is to create an interactive learning media platform for computer programming using the prototype method. Test results using the prototype method increase the functionality and responsiveness of the learning platform. To enhance the programming learning experience, the platform offers interactive video tutorial features and achievement or ranking features. This research is successful because it can create a platform that is not only informative but also interesting, which makes learning programming more fun and effective.

The objective of this research was to find out of the teacher’s creativities on ELT during the pandemic covid-19 at SMA Negeri 1 Toraja Utara. This research is qualitative and the subjects were the english teacher at SMA Negeri 1 Toraja Utara. The researcher collected the data by interviewing the participants of this research. Next, the writer analyzed the data obtained to find out some creativities in ELT by the English teachers at SMA Negeri 1 Toraja Utara based on the five categories those are : 1) Conveyed in presentation of lesson. 2) Creativity in giving assignments. 3) Creativity in teacher. 4) learner interaction. 4) Creativity in teacher characteristics. The result of the research of the research showed that the teachers used several applications to applied five categories of teacher’ creativities above, those are: WhatSapp, Google meet, Zoom meeting, Google classroom besides that the teacher also made tutorial video to do a assignment.

<em>As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in general chemistry, determine the relationship between video tutorial effectiveness and the respondents&#39; academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents&#39; profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students&#39; perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students&#39; academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students&#39; responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject.</em>

Для плодотворной и эффективной деятельности учащихся в школах внедряют нетрадиционные формы проведения занятий. К таким занятиям следует отнести: урок-спектакль, урок-игра, видеоурок и т.д. Опыт школьных преподавателей исследования педагогов-новаторов показали, что нестандартные формы проведения уроков поддерживают интерес учащихся к предмету и повышают мотивацию учения. Нетрадиционные формы проведения уроков дают возможность не только поднять интерес учащихся к изучаемому предмету, но и развивать их творческую самостоятельность, обучать работе с различными источниками знаний. Однако необходимо отметить, что слишком частое обращение к подобным формам организации учебного процесса нецелесообразно, так как нестандартное может стать стандартным, что, в конечном счете, приведет к падению у учащихся интереса к предмету. For fruitful and effective activity of students, non-traditional forms of classes are being introduced in schools. Such activities should include: a performance lesson, a game lesson, a video tutorial, etc. The experience of school teachers studies of innovative teachers have shown that non-standard forms of lessons support students' interest in the subject and increase the motivation of teaching. Non-traditional forms of conducting lessons make it possible not only to raise students' interest in the subject being studied, but also to develop their creative independence, teach them to work with various sources of knowledge. However, it should be noted that too frequent recourse to such forms of organization of the educational process is impractical, since non-standard can become standard, which, ultimately, will lead to a drop in students' interest in the subject.

This research is a development research that is intended to produce innovative ICT-based learning development service models that are in line with the 2013 Curriculum through distance assistance. Based on the preliminary survey, it was obtained that teachers still face many difficulties in applying innovative learning models. This condition is the reason for the importance of this research. The development steps include: needs analysis, design, preparation of materials, making examples of lesson plans, application development, and application trials. From the results of the needs analysis, it was found that (1) in general teachers had tried to apply innovative learning models according to the demands of the 2013 curriculum even though they were still experiencing difficulties, (2) there was still a lack of examples and training in the implementation of innovative learning models caused the teacher's weak understanding of the concept innovative learning, (3) teachers still need additional knowledge and guidance in the application of innovative learning, (4) teachers also declare they are ready to utilize innovative learning assistance applications if available, and (5) teachers of Learning House Ambassadors (DRB) state their readiness to help other teachers overcome the difficulties of developing innovative learning models. In this research development, innovative learning development tutorial materials have been produced, both in the form of text and video media, examples of innovative lesson plans, and application 01 version of innovative learning assistance services that can be accessed via the website; sibatik.kemdikbud.go.id/inovatif. AbstrakPenelitian ini merupakan penelitian pengembangan yang dimaksudkan untuk menghasilkan model layanan pengembangan pembelajaran inovatif berbasis TIK yang sesuai Kurikulum 2013 melalui pendampingan jarak jauh. Berdasarkan survei awal diperoleh informasi bahwa para guru masih banyak menghadapi kesulitan dalam menerapkan model-model pembelajaran inovatif. Kondisi yang demikian inilah yang menyebabkan pentingnya dilaksanakan penelitian ini. Langkah-langkah pengembangan mencakup: analisis kebutuhan, perancangan, penyiapan bahan, pembuatan contoh rencana pelaksanaan pembelajaran (RPP), pengembangan aplikasi, dan uji coba aplikasi. Dari hasil analisis kebutuhan diperoleh informasi bahwa (1) secara umum guru sudah berusaha menerapkan model pembelajaran inovatif sesuai tuntutan Kurikulum 2013 sekalipun masih mengalami kesulitan, (2) masih dirasakan kurangnya contoh-contoh dan pelatihan implementasi model pembelajaran inovatif menyebabkan masih lemahnya pemahaman guru terhadap konsep pembelajaran inovatif, (3) guru masih memerlukan tambahan pengetahuan dan bimbingan dalam penerapan pembelajaran inovatif, (4) guru juga menyatakan siap untuk memanfaatkan aplikasi pendampingan pembelajaran inovatif apabila tersedia, dan (5) guru Duta Rumah Belajar (DRB) menyatakan kesiapannya membantu guru lainnya mengatasi kesulitan mengembangkan model-model pembelajaran inovatif. Dalam penelitian pengembangan ini telah dihasilkan bahan tutorial pengembangan pembelajaran inovatif, baik dalam bentuk teks maupun media video, contoh-contoh RPP inovatif, dan aplikasi versi 01 layanan pendampingan pembelajaran inovatif yang dapat diakses melalui laman; sibatik.kemdikbud.go.id/inovatif.

During this pandemic, teachers are required to be more creative and innovative in carrying out learning. It is still very rare for teachers to use the computer for the purpose of improving learning, let alone using Powerpoint-based learning media with various applications. Facts on the ground, namely in Cluster 6 Blimbing do not have sufficient competence in operating the tools available in Microsoft Office Powerpoint. Based on this, a learning media workshop is needed that is able to support this, does not require high specifications for laptop devices, and provides easy access guidebooks for educators. Powerpoint is an application that easily bridges users in designing various types of creative learning materials. In particular, PowerPoint has new features that can make it easier for educators to create media slides for presentations, learning videos, lesson plans, integration with virtual classroom platforms that support creativity and collaboration, etc. There are several specific activities that will be carried out to overcome the above problems through this Community Service, namely: 1) providing interactive learning media guidebooks to elementary school teachers; 2) holding a workshop “Development of Learning Media for Elementary School Teachers Using PowerPoint and Slidesgo”; and 3) Make a video tutorial "Development of Learning Media for Elementary School Teachers Using Interactive Learning Media".

The Google Classroom application is a means for learning and teaching. This application can increase the effectiveness of students and teachers even online. Teachers can create classes, assign assignments, send feedback and view all in one app. That way, learning and teaching communication can run smoothly. In delivering material so that students can see directly the teacher explains, the teacher can use screencast o-matic learning media. This o-matic screencast is in the form of software that can record all e-learning media into a video tutorial where teachers can learn as if they were in class which can be used as learning videos and can be shared through various models. This research is a type of classroom action research (CAR). ). In this research there are two cycles, each cycle consists of 4 stages including: (1) planning stage; (2) implementation stage; (3) observation stage; (4) reflection stage. Data was collected through observation (teachers and students) and learning outcomes tests. Data processing uses data analysis of problem solving abilities, descriptions of teacher activities managing learning and student activities and learning outcomes tests. The results showed that: (1) In the first cycle the learning outcomes of students reached 64.29%, (2) In cycle 2 the learning outcomes were 84.14% who achieved learning completeness. (3) The attendance of students at the first meeting reached 89, 29% % and at the last meeting the attendance of students has reached 92.85%. Based on the results of research and discussion, it can be concluded that the o-matic screencast learning media in Google Classroom improves mathematics learning outcomes in the material of sequences and series in class XI MIPA 3 Years Lesson 2020/2021. ABSTRAKAplikasi Google Classroom menjadi salah satu sarana untuk belajar dan mengajar. Aplikasi ini bisa meningkatkan efektivitas peserta didik serta pengajar walaupun secara daring. Pengajar bisa membuat kelas, memberikan tugas, mengirim masukan dan melihat semua dalam satu aplikasi. Dengan begitu komunikasi belajar dan mengajar bisa lancar. Dalam menyampaikan materi agar peserta didik dapat melihat langsung guru menerangkan maka guru dapat menggunakan media pembelajaran screencast o-matic. Screencast o-matic ini berupa software yang dapat merekam semua media pembelajaran elearning menjadi sebuah video tutorial yang mana guru dapat melakukan pembelajaran seolah-olah didalam kelas yang dapat dijadikan video pembelajaran dan bisa dibagikan melalui berbagai model.Penelitian ini merupakan jenis penelitian tindakan kelas (PTK). Dalam penelitian ini terdapat dua siklus, setiap siklus terdiri dari 4 tahap diantaranya: (1) tahap perencanaan; (2) tahap pelaksanaan; (3) tahap pengamatan; (4) tahap refleksi. Pengumpulan data dilakukan melalui observasi (guru dan peserta didik) dan tes hasil belajar. Pengolahan data menggunakan analisis data kemampuan pemecahan masalah, deskripsi aktivitas guru mengelola pembelajaran dan sktivitas peserta didik serta tes hasil belajar. Hasil penelitian menunjukkan bahwa: (1) Pada siklus I hasil belajar peserta didik mencapai 64,29%, (2) Pada siklus 2 hasil belajar 84,14 % yang mencapai ketuntasan belajar.(3) Kehadiran peserta didik pada pertemuan 1 mencapai 89,29% % dan pada pertemuan terakhir kehadiran peserta didik sudah mencapai 92,85%.Berdasarkan hasil penelitian dan pembahasan, maka dapat disimpulkan bahwa media pembelajaran screencast o-matic pada google classroom meningkatkan hasil belajar matematika pada materi barisan dan deret dikelas XI MIPA 3 Tahun Pelajaran 2020/2021.

Введение. Задача популяризации русского языка как культурной и аксиологической основы перспективных межкультурных связей — одна из наиболее актуальных на сегодняшний день. Изучение языка, безусловно, требует встречи с живой речью его носителей через аудио-, видеокурсы, прямую коммуникацию и т. д. В статье ставится задача выделения тех основополагающих принципов, которые успешно используются на видеоуроках русского языка как иностранного для начинающих. На основе большого материала фиксируются общие подходы и описываются специфические приемы, удачно использованные в отдельных видеороликах. Цель, поставленная авторами статьи, заключается в систематизации принципов и приемов, наиболее эффективно применяемых в практике видеоуроков. Материалы и методы.Материалом исследования послужили десять видеокурсов русского языка как иностранного, созданных коллективами преподавателей школ, университетов, научных институтов. Опираясь на сравнительно-сопоставительный метод, позволяющий описать как общие, так и отличительные признаки всего массива описываемых ресурсов, авторы статьи получают достоверные результаты, подтвержденные практикой преподавания. Описывается опыт создания видеоуроков «Интерактивных авторских курсов» (Гос. ИРЯ им. А. С. Пушкина), «MULTI_Saratov» (СГУ им. Н. Г. Чернышевского), «Лекториум» (НиТПУ) и других с точки зрения общности приемов и подходов к решению задачи обучения русскому языку как иностранному. Результаты. Структурирован и теоретически обоснован обширный эмпирический материал, основанный на опыте работы с иностранными студентами. Выявлены и системно представлены наиболее продуктивные приемы и методы построения и организации видеоматериалов, используемых в преподавании русского языка как иностранного. Результаты систематизированы вокруг материалов, во-первых, предлагаемых обучающимся на вводном этапе изучения языка, во-вторых, при расширении лексического запаса и освоении грамматики, наконец, при освоении страноведческой информации. Обсуждение. На основе обобщенного опыта делается вывод о важности синхронизации аудиовизуальных опор при создании видеоуроков, описываются основные стратегии формирования видеоконтента. Установлено, что потенциал видеоуроков связан с формами использования в них вербальных, аудио- и видеоопор. Заключение. Исследование способствует существенному повышению результативности создаваемых видеоуроков, росту эффективности их использования в курсах русского языка как иностранного, представляет различные варианты работы с видеоуроками в учебных курсах. Ключевые слова: русский язык как иностранный; лексические навыки; видеоурок; позитивная учебная среда; продуктивность; аудиовизуальные опоры; речевые умения; начальный уровень. Основные положения: – обоснована значимость структуры и наполненности видеоматериалов для обучения русскому языку как иностранному; – предложена функциональная образовательная модель видеоурока для русского языка как иностранного для начинающих; – доказано, что эффективность видеоуроков связана с формами использования в них лингвограмматических, аудио- и видеоопор. Introduction. The task of popularization the Russian language as a cultural and axiological basis for promising intercultural relations is one of the most pressing today. Learning a language, of course, requires meeting the live speech of its native speakers through audio, video courses, direct communication, etc. The article sets the task of highlighting those fundamental principles that are successfully used in video lessons of Russian as a foreign language for beginners. Based on a large amount of material, general approaches are recorded and specific techniques successfully used in individual videos are described. The goal set by the authors of the article is to systematize the principles and techniques most effectively used in the practice of video lessons. Materials and methods. The research material was ten video courses of Russian as a foreign language, created by teams of teachers from schools, universities, and scientific institutes. Based on the comparative method, which makes it possible to describe both general and distinctive features of the entire array of resources described, the authors of the article obtain reliable results, confirmed by teaching practice. The experience of creating video lessons “Interactive author’s courses” (State Institute of Russian Languages named after A. S. Pushkin), “MULTI_Saratov” (SSU named after N. G. Chernyshevsky), “Lectorium” (NiTPU), and others is described from the point of view of the generality of techniques and approaches to solving the problem of teaching Russian as a foreign language. Results. Extensive empirical material based on experience of working with foreign students is structured and theoretically substantiated. The most productive techniques and methods for constructing and organizing video materials used in teaching Russian as a foreign language have been identified and systematically presented. The results are systematized around materials, firstly, offered to students at the introductory stage of language learning, secondly, when expanding vocabulary and mastering grammar, and finally, when mastering regional studies. Discussion. Based on generalized experience, a conclusion is drawn about the importance of synchronizing audiovisual supports when creating video lessons, and the main strategies for creating video content are described. It has been established that the potential of video lessons is associated with the forms of use of verbal, audio and video supports in them. Conclusion. The study contributes to a significant increase in the effectiveness of created video lessons, an increase in the effectiveness of their use in Russian as a foreign language courses, and presents various options for working with video lessons in educational courses. Keywords: Russian as a foreign language; Lexical skills; Video tutorial; Positive learning environment; Productivity; Audiovisual supports; Speech skills; Russian for beginners. Highlights: The importance of the structure and content of video materials for teaching Russian as a foreign language is substantiated. A functional educational model of a video lesson for Russian as a foreign language for beginners has been developed. It has been proven that the effectiveness of video lessons is associated with the forms of use of linguo-grammatical, audio and video supports in them.

Nearly everyone involved in the education system is new to blended learning. While teachers have to navigate around the new environment, they have to ensure that their learners are not left behind. Teachers&rsquo; awareness of students&rsquo; experiences during the pandemic, be it school-related or personal helps them adjust their approaches to the teaching-learning process. This study employed the qualitative research, specifically the multiple case study design. Informal interview transcripts, school documents, call transcripts, and validation statements were the main source of data for the study. The result of the study revealed three themes in the pursuit to answer the research questions presented in this research. These themes were student experiences in the new normal modality of education, factors that affect student participation rate in blended learning, and school and teacher interventions that learners seek. In this research, the videos were simplified by the teacher through explaining the lesson in a simpler language without compromising the substantial content. Students&rsquo; consistent response that simplified lesson videos helped them learn in their own pace must encourage teachers to include such support in planning for their synchronous and asynchronous classes. Another vital support that teachers and the school can provide during these challenging times is to look after the well-being of their students. Constant and enhanced follow-up of learners done in a subtle and encouraging manner will increase learner motivation to continue their studies despite the challenges and struggles they encounter in their life and in their studies.