The digital video database: A virtual learning community for teacher education

So, Wing Mui Winnie; Hung, Vincent Hing-keung; Yip, Walker

doi:10.14742/ajet.1231

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…Researchers' experiments seem to suggest that CALL has positive effects on CFL (Chang, 2007), but the process of such language learning is under-investigated. The question of what support is most needed for online CFL learners remains equally under-discussed (So et al, 2008).…”

Section: Technology-assisted Chinese Teachingmentioning

confidence: 99%

Supporting Chinese speaking skills online

Stickler

Shi

2013

System

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Chinese is considered a difficult language to learn by most Western learners, yet recently more and more people are learning Chinese, and increasingly teaching is delivered online. Due to the nature of Chinese and the complexity of online learning, research has not yet produced sufficient information on students' and teachers' interaction during synchronous online sessions.This exploratory study investigates interaction in synchronous online Chinese tutorials with a focus on the different elements employed by the teacher and students to support online speaking development. It highlights the gaps between teacher intentions and student perceptions of online interactions and describes how skilful use of online technology and multiple modes can bridge these gaps. The study uses a combination of qualitative methods (observation, stimulated recall and thematic analysis) and multimodal transcription supported by some quantitative methods (comparison of frequency).The findings are interpreted from a socio-cultural perspective, taking into account the differences between English and Chinese in terms of language and learning culture. Recommendations are made to improve the online teaching strategies and task design, specifically for improving Chinese speaking skills in synchronous online environments.

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Section: Technology-assisted Chinese Teachingmentioning

confidence: 99%

Supporting Chinese speaking skills online

Stickler

Shi

2013

System

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“…Hypothesis 5: PTL activities become more effective when they apply video fragments of teaching Findings suggested that applying video fragments can support the success of PTL activities, especially for student teachers. For instance, student teachers reported that video in coaching activities supported them in developing an understanding of teaching strategies and to reflect on which of these strategies were most appropriate (Bower, Cavanagh, Moloney, & Dao, 2011;So, 2012;So, Hung, & Yip, 2008). Other student teachers reported that video fragments supported connecting theory and practice (Baran & Cagiltay, 2010).…”

Section: Mechanisms Of Ptl Activitiesmentioning

confidence: 99%

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

Thurlings

Brok

2018

Educational Research and Evaluation

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The aim of this review in the form of a realist synthesis is to understand what makes peer (student) teacher learning activities effective. Three types of peer learning were explored: collaborative, coaching, and assessment activities. Hypotheses were developed and tested against a set of 63 studies. These hypotheses indicated what mechanisms (i.e., characteristics of the activities) would influence the effectiveness of the activities and which contexts (i.e., factors) influenced this process. Findings showed that activities wherein participants gain subject matter and pedagogical content knowledge and apply this into practice made such learning effective. Peer learning is also reinforced by facilitators, reflection, and feedback, and influenced by personal and interpersonal factors. The main contribution of this realist synthesis is the practical implications for developers of peer learning activities, for school leaders and teacher educators, and for (student) teachers.

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“…De acuerdo con Papanastasiou (2005), Cosgun (2013), Hussain & Ara (2013);Bibi, Muhammad & Majid (2013) la actitud del alumno frente a la investigación en educación se muestra baja antes de aplicar el programa de la asignatura y mejora tras la aplicación. Además, los vídeos sobre investigación en educación han ayudado a mejorar la actitud del alumnado captando su interés en el tema (Bartolomé, 2008;Blomberg et al, 2014;Chen & Cowie, 2014;García-Fernández, 2011;Sever et al, 2013;So, Hung & Yip, 2008).…”

Section: Conclusiones Limitaciones E Implicaciones Del Estudiounclassified

“…El vídeo es un recurso popular para los estudiantes de educación superior y sobre todo en la práctica educativa (So, Hung & Yip, 2008). El vídeo es una herramienta que ofrece múltiples posibilidades para la enseñanza y la práctica en la investigación.…”

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“…Por esta razón, en el estudio se trabaja con vídeos de investigación para mejorar la actitud del alumnado. Además, numerosos autores afirman que esta herramienta sirve de apoyo al aprendizaje y ayuda a captar el interés sobre cualquier tema que se trabaje (Bartolomé, 2008;So, Hung & Yip, 2008;García-Fernández, 2011;Sever et al, 2013;Blomberg et al, 2014;Chen & Cowie, 2014).…”

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Actitud del alumnado hacia la investigación en educación: Trabajando con vídeos en estudios de grado

Arrufat

Martín

2015

UTE

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ResumenEl trabajo presenta un estudio sobre la actitud del alumnado hacia la investigación en educación en estudios de grado. Para estudiar la actitud del alumnado se opta por la adaptación de un cuestionario que integra una escala de actitudes hacia la investigación (Papanastasiou, 2005). La adaptación es validada en el presente estudio por expertos en investigación educativa (escala Attitude Towards Research-Education, ATR-ED). Se realiza un diseño cuasiexperimental pretest-postest con una muestra de 26 estudiantes de grado de la Universidad de Grandada, España. El ATR-ED se aplica al inicio y al final del semestre en una asignatura de Tecnologías de la Información y Comunicación (TIC) de grado. El programa de la asignatura incluye el trabajo con artículos y vídeos de investigación científica con el fin de fomentar el conocimiento del alumnado hacia la investigación en educación y mejorar su actitud. El análisis y la comparativa de los datos obtenidos tras las aplicaciones del ATR-ED presentan una mejora de la actitud del alumnado. Igualmente se deduce que los recursos audiovisuales proporcionados en la asignatura, junto a la metodología empleada, han provocado un efecto positivo en la actitud. En el futuro se necesita investigar sobre video y flipped classroom Actitud del alumnado hacia la investigación en educación:Trabajando con vídeos en estudios de grado 9Undergraduate university students' attitude towards research in Education. Working with audiovisual media AbstractThis work presents a study of student attitudes towards educational research in studies of degree. Student attitudes towards educational research have great importance for the academic development and professional practice. To study the student attitudes, a scale ATR-ED is adapted and assessed by expert educational researchers. This scale is based on an earlier questionnaire (Papanastasiou, 2005). A quasi-experimental pretestpostest design involving 26 students from studies of degree of the University of Granada, Spain is developed. The ATR-ED is applied to the beginning and the end of a university course on Information and Communication Technology. The course syllabus is constituted by activities about research articles and videos in order to improve knowledge and student attitudes towards educational research. The analysis and comparison of both ATR-ED data yield an improvement of the student attitudes. Likewise, audiovisual resources involved in the course have caused a positive effect in the student attitudes, along with the methodology used, have had a positive effect on the student attitudes. Future studies on video and flipped classroom are need.

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The digital video database: A virtual learning community for teacher education

Cited by 9 publications

References 9 publications

Supporting Chinese speaking skills online

Supporting Chinese speaking skills online

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

Actitud del alumnado hacia la investigación en educación: Trabajando con vídeos en estudios de grado

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