Media options: a comparison of preservice teachers’ use of video, audio, and print journaling for reflective reading response

Falk-Ross, Francine

doi:10.1080/14623943.2011.616883

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…Also, the time and location of the discussion were a problem worth our attention since they needed to find time and place that were acceptable for all group members. Yet interview results also showed that students noted the necessity of collaborative reflective activities such as discussions or group work after reading, which was consistent with findings of previous studies that collaboration in reflective practice led to shared experience and easy reflection (Shoffner, 2009;Falk-Ross, 2012;Fakazli and Kuru Gönen, 2017;Chan and Wong, 2021). Two reasons might account for the negative attitudes of students in this study.…”

Section: Students' Preference For Reflection Modesupporting

confidence: 91%

“…As revealed in this study, nearly 30% of the students disapproved of it. Therefore, from the perspective of teachers, the development of a reflective environment is of great importance and appropriate support (technical and instructional) should be provided before and during the learning process (Bulpitt and Martin, 2005;Falk-Ross, 2012). As also indicated in this study and previous studies, convenience and familiarity are priority factors students consider in their choice of reflection mode (Shoffner, 2009).…”

Section: Implications Of Reading Reflection and Reflection Modesmentioning

confidence: 55%

“…In addition, the related research in this field usually focuses on the effect of reflective e-journals, while literature comparing the different modes of reflection remains lacking (Chan and Wong, 2021). Besides, the limited research about mode preference usually focused on fields of vocational training such as teacher training or medical training (Rolfe, 1997;Shoffner, 2009;Falk-Ross, 2012;O'Reilly and Milner, 2020), with little attention on the terrain of language acquisition. Another problem with research on reflection mode is that they often arrived at inconsistent findings.…”

Section: Reflection and Reflection Modementioning

confidence: 99%

“…As also indicated in this study and previous studies, convenience and familiarity are priority factors students consider in their choice of reflection mode (Shoffner, 2009). Accordingly, If teachers wish to facilitate students' learning in MALL with reflective practices, then unlike traditional singular reflection requirement (paper journal or e-journal), teachers, based on the understanding of students' learning experience and possible preferences, may provide two or three popular modes (such as traditional paper journal, audio reflection or collaborative reflection) for students to reflect on whatever convenient channel to them (Shoffner, 2009;Falk-Ross, 2012;O'Reilly and Milner, 2020). In addition, teachers may take the learners' age or learning content into consideration and suggest more appropriate modes for students since previous studies indicated that learners with different ages/levels may prefer different kinds of reflection modes (O'Reilly and Milner, 2020).…”

Section: Implications Of Reading Reflection and Reflection Modesmentioning

confidence: 99%

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Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

et al. 2023

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The application of mobile technology in language education is gaining increasing momentum for its potential benefits, and scholars cast attention to issues such as learner motivation, learning effects and learner behaviors in the mobile learning process. Reflection is an essential part in learning as it can record learner behaviors, cultivate self-awareness of knowledge construction, facilitate cognitive growth, and promote academic achievement. Despite of the wide approval of reflection, not much study has been done concerning the application of reflection in mobile language learning process. Therefore, this study aims to investigate students’ perception of a mobile-assisted reading program facilitated with reflective activities as well as their preferences for reflection modes adopted. The participants were 60 students from two classes in a Chinese college. Students read passages on mobile applications and completed a reflection in one mode every two weeks. Four modes (paper journal reflection, e-journal reflection, audio reflection, and collaborative reflection) were adopted in the study. The study lasted approximately nine weeks. At the end of the program, all students were required to complete an anonymous questionnaire concerning their learning perception. In addition, ten students were selected randomly to attend a semi-structured interview. A pretest and a posttest were conducted to observe students’ language gains. A combination of quantitative and qualitative analysis was conducted with the data obtained. Results showed students generally approved of the effect of this mobile-assisted reading and their reading proficiency improved significantly after the program. In addition, most students favored reflective practices as a good way to stimulate interest, deepen understanding and promote reflective and summarizing abilities, but they didn’t consider it a good method to monitor the learning process in the mobile-assisted reading program. As for the preference for reflection mode, most students favored traditional paper reflection and audio reflection, while collaborative reflection and e-journal reflection received the least support. The findings provided implications for educators and app designers. For educators, based on the understanding of students’ age, learning experience, and possible preferences, they may create a good reflective environment with technical and instructional support, and then provide two or three popular modes for students to reflect on whatever they read. For app developers, some preferable reflection modes facilitated with stimulative measures may be offered to cater to more learners to conduct reflective activities.

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Section: Students' Preference For Reflection Modesupporting

confidence: 91%

Section: Implications Of Reading Reflection and Reflection Modesmentioning

confidence: 55%

Section: Reflection and Reflection Modementioning

confidence: 99%

Section: Implications Of Reading Reflection and Reflection Modesmentioning

confidence: 99%

See 2 more Smart Citations

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

et al. 2023

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“…However, the evidence that allows comparison of the levels of comprehension and learning between an audiovisual medium and a written medium is surprisingly scarce, as well as contradictory. Even though students may find audiovisual media more entertaining, more attention-grabbing, and more engaging than written media [18][55], it should not be forgotten that "seeing something is not learning and just showing is not teaching" [17].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness and Opinions of School Children in North Chile on an Alternative Audiovisual or Text Report for Communicating Science

González,

Martin-Neira,

Orellana-McBride

et al. 2023

AJEMR

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The dissemination of science at primary levels of education is one of the main public policies for the training of scientists and the sustainability of the planet in general. In this context, the main goal of this study is to compare two dissemination strategies (audiovisual vs. written reports) in the understanding of a coastal ecological scenario in elementary school students in northern Chile. To evaluate the effectiveness of a written and audiovisual report as a science communication strategy, both were presented to 6th-level primary school students. The result of this study revealed low levels of comprehension, with no significant differences between the communicational strategies. However, students recognized the value of writing over audiovisual media in the construction of their learning. The analysis of general comprehension of a common ecological environment, tested in both dissemination formats, shows that only one-third of the students fully understood the information. This study highlights the importance of this research on student perception and the incorporation of more advanced communication strategies in the dissemination of science and technology at the national level.

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Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Chan

Wong

2021

Active Learning in Higher Education

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Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.

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Media options: a comparison of preservice teachers’ use of video, audio, and print journaling for reflective reading response

Cited by 4 publications

References 14 publications

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

Evaluating the Effectiveness and Opinions of School Children in North Chile on an Alternative Audiovisual or Text Report for Communicating Science

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

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