Advanced digital video technologies to support collaborative learning in school education and beyond

Zahn, Carmen; Hesse, Friedrich W.; Finke, Matthias; Pea, Roy; Mills, Michael; Rosen, Joseph M.

doi:10.3115/1149293.1149390

Cited by 17 publications

(19 citation statements)

References 25 publications

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“…Based on related research by Barron (2003) on learning in student groups and by Weinberger et al (2005) on scripting of online peer discussions, we predict that for research questions one and four that social interaction-related guidance will lead to better performance and learning than cognitive task-related guidance, and that these benefits can be related to improvements in social interactions during collaboration. Based on distinctions between video tool affordances (Zahn et al 2005), we predict for questions two and three that differences between video tools will be found, but the directionality remains to be discovered. The reason for the non-directional hypothesis is that both video tools in use-although different in their affordances as summarized in Fig.…”

Section: Experimental Studymentioning

confidence: 96%

“…The reason for the non-directional hypothesis is that both video tools in use-although different in their affordances as summarized in Fig. 1-are, nonetheless, advanced socio-cognitive tools and the limited research literature accounts for effectiveness in both cases (Zahn et al 2005(Zahn et al , 2010a, although direct comparisons between these two cases have not been made in prior studies.…”

Section: Experimental Studymentioning

confidence: 99%

“…Zahn et al (2010a) have employed specific video tool affordances in design tasks to support history learning and critical analysis of historical documents. Starting from the concept of guided noticing and web-based video (WebDIVER TM ) developed earlier by Pea et al (2004;Pea 2006) for joint visual analysis and reflection, they theoretically outline how different advanced video tools (selective and integrative tools) differ substantially in their affordances and socio-cognitive functions for learning (Zahn et al 2005, for a summary see Fig. 1).…”

mentioning

confidence: 99%

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How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Zahn

Krauskopf²,

Hesse³

et al. 2012

Computer Supported Learning

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Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learning of students who use web-based video tools during a short collaborative-design task in their history lesson. In an experiment with 16-year old learners (N0148) working on a history topic, we compared two contrasting types of guidance for student teams' collaboration processes (social-interaction-related vs. cognitive-task-related guidance). We also compared two types of advanced video tools. Both types of guidance and tools were aimed at supporting students' active, meaningful learning and critical analysis of a historical newsreel. Results indicated that social-interaction-related guidance was more effective in terms of learning outcomes (e.g., the students' history skills) than cognitive-task-related guidance. The different tools did not yield consistent results. The implications of these findings are discussed.

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Section: Experimental Studymentioning

confidence: 96%

Section: Experimental Studymentioning

confidence: 99%

mentioning

confidence: 99%

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How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Zahn

Krauskopf²,

Hesse³

et al. 2012

Computer Supported Learning

Self Cite

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show abstract

“…Ähnlich ist es bei VSA (Emond, Brooks, Smith 2001) und dem in (Chong und Sosakul 2003) beschriebenen System zur Annotation von Streaming-Videos. Eine parallele Darstellung von räumlich und zeitlich verankerten Annotationen wird bei Videos in (Zahn et al 2005) realisiert, wobei eine integrierte Repräsentation der Notizen nicht möglich ist. Keines der genannten Systeme erlaubt das Verankern an präzisen räumlichen Koordinaten sowie die eingebettete und parallel Darstellung der Annotationen.…”

Section: Sum Ma Ryunclassified

Strukturierte verankerte Diskussion als Form kooperativen Lernens mit eLectures (Structured Anchored Discussion as a Means of Collaborative Learning with eLectures)

Trahasch¹,

Lauer²

2005

I-Com

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ZusammenfassungVorlesungsaufzeichnungen als Lerninhalte bieten relativ eingeschränkte Möglichkeiten für kooperatives Lernen. Dieser Beitrag beschreibt das Konzept der skriptgesteuerten verankerten Diskussion, um netzbasierte Gruppendiskussion auf der Basis von eLectures zu unterstützen. Bei diesem Ansatz werden die Diskussionsbeiträge räumlich und zeitlich an den für den Beitrag relevanten Teilen von eLectures verankert, so dass für jeden Beitrag der inhaltliche Kontext ersichtlich ist. Zudem unterstützen Beitragstypisierung und Prompts eine strukturierte Diskussion gemäß einem vorgegebenen Kooperationsskript.

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“…Others have focussed on introducing challenging mathematical and scientific concepts to the students (Shyu, 2000;Chee & Liu, 2004). In a number of studies, video as a tool to enhance learning experience have been mentioned (Zahn et al, 2005). There seems to be increasing evidence for incorporating videos in education to improve decision-making skills and increase motivation (Yoo, Park, & Lee, 2010).…”

Section: Introductionmentioning

confidence: 99%

Effects of experiential-based videos in multi-disciplinary learning

Jabbar

Ong

Choy

et al. 2013

AJET

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This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos as with the control group. All students then attempted a worksheet designed to elicit various levels of principled understanding of the topic on "projectile motion". In addition, data on students' motivation to learn and learning outcomes were measured by using three subscales of the Motivational Strategies for Learning Questionnaire (MSLQ) ― task value, critical thinking, and self-efficacy ― both before and after the intervention. Data were also collected through online pre- and post-tests, classroom observations as well as reflection journals. No significant differences between the experimental and control groups in terms of the post-intervention results were found (p > 0.05). However, the results suggested that use of experiential-based videos and video-based tools may in fact be more beneficial for students who are weaker in critical thinking and self-efficacy, to gain a better understanding of their learning.

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Advanced digital video technologies to support collaborative learning in school education and beyond

Cited by 17 publications

References 25 publications

How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Strukturierte verankerte Diskussion als Form kooperativen Lernens mit eLectures (Structured Anchored Discussion as a Means of Collaborative Learning with eLectures)

Effects of experiential-based videos in multi-disciplinary learning

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