The present research aims at appraising educational applications of learning theories practiced in mathematics instructional videos at primary level produced by Educational Technology Bureau of Ministry of Education in Iran. To conduct this research, principles of educational presentation were extracted from learning theories once these theories were studied. The extent to which these principles are followed up in each and every episode of the films mentioned earlier has later been examined through method of "content analysis".The results of examining 105 episodes of "mathematics educational films" at primary level 5th grade revealed that certain educational applications of learning theories have been overlooked in production of such programs. The most frequent applications of such methods are as follows: transparency of objectives; review of prerequisite materials; draw-up of advanced organizers; attraction of viewers' attention; organization of educational materials; rational conclusion; and ending of each episode. The research came up with the findings below: 1) Behavioral goals are not fully and explicitly defined in any of the episodes. 2)Pre-requisite materials are scarcely surveyed and advanced organizers are almost not presented, particularly in educational programs for first, second and third grades students (only in one out of 62 episodes the pre-requisites have been reviewed and in 6 episodes the advanced organizers have been displayed). 3) Drawing addressees' attention through non-verbal methods has been accomplished far and large in 12% of episodes at each grade, while they are not assisted by various advantages of motion pictures and video capturing systems. 4) Materials have not been organized in most episodes (77%). And 5) concluding as well as ending most parts of the videos for first, second, and third grades (concluding in, 89% and ending in 81% of episodes) are unclear.

Recently, Massive Open Online Courses have become sensational in the field of distance learning. There is a plethora of advantages being listed in learning through MOOCs but this pedagogy lacks in few areas when compared with traditional classes. One of those inabilities of MOOC is its support to prepare the students for laboratory-based courses. The authors of this study chose a MOOC course that teaches Digital Photography and created an Augmented Reality (AR) experience for a module that explains the different parts of a digital camera. The 2nd year Multimedia students of Vellore Institute of Technology have been asked to experience the MOOC video followed by the AR experience. Their feedbacks before and after the AR experience has been statistically tested and reported. The results revealed that the students feel more confident and concentrate more when the instructional video was given as an AR experience. This study suggests that AR integrated MOOC modules might help in training students better for practice-based courses.

Background: The utilization of effective educational methods is crucial for enhancing the clinical skills of health sciences students. Objectives: This study aimed to assess the impact of a blended teaching approach involving videos and demonstrations in clinical skills training on midwifery students’ performance and satisfaction. Methods: This quasi-experimental study was carried out with 41 midwifery students from Hamadan University of Medical Sciences, Hamadan, Iran, using a census sampling method within 2018 to 2019. The experimental group received training through a combination of video presentations and demonstrations; nevertheless, the control group received training solely through demonstrations. The data were collected using a demographic questionnaire, a satisfaction scale, and the objective structured clinical examination (OSCE). Data analysis was performed using the Mann-Whitney U test and chi-square test with SPSS software (version 16). Results: The experimental group exhibited significantly higher mean scores in vital signs assessment, intravenous therapy, injection techniques, urinary catheterization, application and removal of sterile gloves, and prepping and draping for normal delivery (P < 0.001). There were no significant differences in the mean scores for hand washing (P = 0.380) and oxygen therapy (P = 0.604) between the two groups. The combined group achieved notably better scores in the OSCE, with scores of 18.25 (1.58) compared to 16.60 (1.60) in the control group (P = 0.002). Additionally, the combined group expressed higher satisfaction with the training method, scoring 86.10 (9.50) compared to 75.52 (16.07) in the control group (P = 0.027). Moreover, the combined group reported significantly higher levels of satisfaction regarding the facilitation of educational content transfer and overall satisfaction with the training course (P < 0.05). Conclusions: Employing instructional videos and demonstrations as a combined teaching method for basic clinical skills training results in improved student performance and satisfaction.