“Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning

West, Richard E.; Jay, Jason; Armstrong, Matt; Borup, Jered

doi:10.1007/s11528-017-0208-y

Cited by 15 publications

(16 citation statements)

References 30 publications

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“…Two of these studies compared traditional teaching practices to BT to demonstrate how traditional best practices can still be applied to BT (Anthony, 2019 ) but that BT allows for more adaptive approaches to instruction (Rosen & Beck-Hill, 2012 ). Basal ( 2015 ), Shaffer ( 2016 ), and Webel et al ( 2018 ) all focused on the competencies needed for flipping instruction, while Amro and Borup ( 2019 ), Oliveira and Pombo ( 2017 ), and West et al ( 2017 ) focused on specific technologies important to BT – adaptive software, educational software, and videos for communication, respectively. While technology skills provide an essential foundation for BT, there is also a need for pedagogical skills.…”

Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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Despite evidence concerning the widespread growth of K-12 blended teaching and the impact that emergency remote teaching during the COVID-19 pandemic has had on the spread of K-12 online and blended teaching, we could find no systematic reviews focused on preparing K-12 teachers for blended teaching. Previous literature reviews, such as those from Halverson et al. ( 2012 ) and Drysdale et al. ( 2013 ), have noted the lack of research focused on K-12 blended teaching contexts. This systematic mapping review (Grant & Booth, 2009 ) of 88 K-12 blended teacher preparation articles focused on identifying trends in author impact according to citation count and number of publications, journal impact according to number of publications, prevalence of research methods, and prevalence of research themes according to research questions and findings. The analysis provides a valuable snapshot of current literature, sets a foundation for a deeper thematic analysis of K-12 blended teacher preparation literature, and identifies some potential areas for future K-12 blended teaching research.

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Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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“…This was especially true when they put little effort on a project and still received "100%" and a "Great job!" In contrast, some students reported receiving detailed, helpful feedback via audio or video recordings, a practice that has been researched in higher education (Borup, West, & Thomas, 2015;West, Jay, Armstrong, & Borup, 2017) but has yet to be examined in K-12 online learning environments. Feedback has been shown to be a critical component in students' learning (Hattie, 2009).…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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In an attempt to better support their students and reduce online course attrition rates, some brickand-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

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“…This becomes increasingly important in content areas where written text alone cannot convey the nuance of the feedback (Borup et al, 2015 ; Fiock & Garcia, 2019 ). Use recording technologies that are easy to learn, easy to use, and that are ideally initially free or inexpensive to use (West et al, 2017 ). In our experience, not every instructor has the disposition to effectively provide video feedback.…”

Section: Discussionmentioning

confidence: 99%

Investigating Students’ Perceptions of Screencasting Style of Video Feedback in Online Courses

et al. 2021

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Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.

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“Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning

Cited by 15 publications

References 30 publications

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Investigating Students’ Perceptions of Screencasting Style of Video Feedback in Online Courses

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