Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?

Digital curriculum resources in mathematics education: foundations for change

“…Considering relevance, it is clear that the digital resource has to "solve a problem", it has to be useful, for the teacher (or student) to design and use it; it has to serve a (sometimes pressing) need. For example, de Araujo et al (2017) studied a mathematics teacher's design and use of video as curriculum material. They found out that, contrary to the "usual" use of video for flipping the classroom, this teacher actually scripted the video according to the textbook, in order to "free" herself and her students from textbook use.…”

“…Here, we have mainly referred to the theoretical frameworks supporting the studies reviewed in this article, which although often not originally intended for interaction with DCR per se, are now being used in such studies to stimulate new insights. For example, the study by de Araujo et al (2017) leans on the framework by Remillard and Heck (2014), itself a follow-up from the work by Remillard (2005), which had been explained earlier (see Pepin et al 2013). However, one unifying aspect across these theories appears to be that all are steeped in sociocultural theory, albeit with differing emphases according to their research goals and contexts.…”

Identifying Student Responsibilities While Watching Mathematics Instructional Videos

“…Because the videos were created by the course instructors they were considered to be curriculum for the class but were also modified through the personality and pedagogy of the instructor. de Araujo et al (2017b) suggest that the enacted curriculum framework needs to be modified to include the use of videos in a flipped class context. By creating videos that were similar to her live lectures, the professor expressed that she could better meet the instructional needs of her students by providing more extensive explanations and by addressing student misconceptions.…”

“…Despite its extensive use, the instructional value of video to improve student learning in mathematics is still mixed (Crook & Schofield, 2017;Trenholm et al, 2012). Research suggests that the instructional style of videos has impacts on student learning (Brodahl & Wathne, 2016;de Araujo et al, 2017b;Ilioudi et al, 2013).…”

Strategies for innovative teaching and learning Part III: Connecting with students from a distance

“…[1] Multiple instructional strategies can be employed to promote instructor presence including the use of announcements, video lectures/updates and individual student assignment feedback, virtual conferencing, email, and virtual office hours. [5,[9][10][11] Depending on the course and student population some strategies will be more effective than others. For example, a course composed primarily of adult learners who work full time may have different needs than a class of traditional undergraduate stu-dents.…”