**2.4.6 Video tutorial in engineering educational process**

Video tutorials are not a new concept. The concept has emerged in the late 1960s, when Bandura, first commented on the issue of self-modelling. Since then, video modelling has been described as "instructional videos" or "video tutorials". Most video tutorials are produced as part of a strategy to promote guidance in developing new skills and abilities for example, to improve teacher training or to prepare medical students for their internship experience. Also, video tutorials have been used to assess their effectiveness in improving the learning efficacy of students.

Video tutorials are one of the most important factors in the improvement of the educational process. As we also mentioned in the conclusions of this work, the video tutorial has a strong impact on students. It can exist in two modes. The first one is as a separate entity with no text. In this case several independent tutorials treat a particular topic. The second mode is having it embedded in a website, or as part of a topic that is presented in the context of web page or slideshow. In both cases the video tutorial is recorded using specialized software.

By offering audio-visual demonstrations, the teacher can use a video tutorial to develop a particular skill or strategy. Thus, video tutorials can be used as a medium to encourage students to learn independently outside the regular classroom schedule. The materials presented in the audio explanations and the visual demonstrations become achievable goals that the learner can reach by understanding and applying a similar process to produce their own project. The video tutorial resources may used to engage learners to explore their technical skills. Exposure to software operation in the target language might empower students to become familiar with the target technical lexical items thus enabling them to discuss their difficulties with their teacher or peer. Hence, the teachers' role becomes one of facilitator or guide when a student needs further assistance, and their oral interaction has the potential to change from language learning to purposeful communication exchange whereby problem-solving is the focus.
