TY  - JOUR
T1  - Science Lessons for Non-Science University Undergraduate Students:
An Application of Visual-Only Video Teaching Strategy
AU - Miguel, Dos Santos Luis 
JO  - Journal of Engineering and Applied Sciences
VL  - 14
IS  - 1
SP  - 308
EP  - 311
PY  - 2019
DA  - 2001/08/19
SN  - 1816-949x
DO  - jeasci.2019.308.311
UR  - https://makhillpublications.co/view-article.php?doi=jeasci.2019.308.311
KW  - classrooms
KW  -visual-only video
KW  -video teaching
KW  -science teaching
KW  -Science lessons
KW  -motivation
AB  - Smart classroom techniques and social media applications have become communication, teaching
and learning method in the recent decade. In the current study, the researcher introduced a pilot study to
evaluate how visual-only videos increase learning motivation, knowledge acquisition and learning experience
for non-science undergraduate students taking a science module at university classrooms. The researcher has
coordinated with a university instructor providing visual-only videos with normal lessons to 102 undergraduate
lower-level students in a business-oriented programme for a semester-long pilot study. After the completion,
the researcher invited the instructor and 30 students to individual interviews for the feedback and opinions.
The result indicated that both instructors and students advocated the application of this five-step weekly video
posting procedure was a key to increase the motivation and interests of learning.
ER  -