The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community

So, Wing Mui Winnie; Pow, Jacky; Hung, Vincent Hing-keung

doi:10.1016/j.compedu.2009.04.018

Cited by 57 publications

(25 citation statements)

References 9 publications

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“…An additional feature of such approaches that has been found to be effective is the use of online repositories and social networking tools to allow students to view the recorded lessons of themselves and other students, and provide feedback online (Bower, Cavanagh, Moloney, & Dao, 2011;Lee & Wu, 2006;So, Pow, & Hung, 2009). The analysis of video recordings of one's own teaching has also been found to be an effective strategy within professional experience placement contexts (see, for example, Lee & Wu, 2006;Santagata, Zannoni, & Stigler, 2007).…”

Section: Providing Student Teachers With University-based Teaching Prmentioning

confidence: 99%

Practising teaching using virtual classroom role plays

Dalgarno

Gregory²,

Knox³

et al. 2016

AJTE

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Section: Providing Student Teachers With University-based Teaching Prmentioning

confidence: 99%

Practising teaching using virtual classroom role plays

Dalgarno

Gregory²,

Knox³

et al. 2016

AJTE

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“…Few studies have extensively discussed the effectiveness and feasibility of applying videos to teacher training (Brophy, 2004;So, Pow, & Hung, 2009;Star & Strickland, 2008). For instance, Zhang, Lundeberg, Koehler, and Eberhardt (2011) explored the promises and challenges of using three types of videos (i.e., published videos, teachers' own videos, and their colleagues' videos) in teacher professional development.…”

Section: Videosmentioning

confidence: 99%

Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

Lin

2016

EURASIA J MATH SCI T

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The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees' microteaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group's perceived learning about teaching competency was lower than the control group's after completing the first-round peer assessment, but significantly increased over time.Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook's open and non-anonymous features.

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“…Students also appreciate control over when and where they learn (e.g., Hill & Nelson, 2011;Jarvis & Dickie, 2010), what they need to learn (e.g., Heilesen, 2010), and the pace of learning (e.g., Chester et al, 2011;Griffin et al, 2009). Finally, the use of video podcasts has resulted in significant gains in skills (e..g, Alpay & Gulati, 2010;So, Pow, & Hung, 2009), test scores (e.g., Crippen & Earl, 2004;Traphagan et al, 2010) and grades (Vajoczki et al, 2010;Wieling & Hoffman, 2010). Regarding gains observed in skills, test scores, and grades, none of the studies compared the use of video podcasts with other teaching methods.…”

Section: Video Podcasts --Higher Educationmentioning

confidence: 99%

Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis / Étude sur l'utilisation de podcasts d’exemples pratiques dans des classes de mathématiques à l'école secondaire de premier cycle

Kay

Edwards²

2012

CJLT / RCAT

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Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning. Considerable research has been conducted in higher education on video podcasts use, but not in middle schools (grades six to eight). This study investigated the use of worked example video podcasts in mathematics classrooms with students 11 to 13 years old. One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts. Students were positive about the quality of worked example video podcasts and appreciated the step-by-step, easy to follow explanations, diagrams, and being able to control the pace of learning. Learning performance increased significantly after using worked example video podcasts. There were no gender or grade level differences in attitudes toward worked example video podcasts or learning performance. Les podcasts vidéo permettent aux étudiants de contrôler quand, où, et ce qu'ils apprennent, ainsi que le rythme d'apprentissage. Un grand nombre de recherches ont été menées sur l'utilisation de podcasts vidéo dans l'enseignement supérieur, mais pas dans les écoles secondaires de premier cycle (classes de sixième à huitième). Cette étude a examiné l'utilisation des podcasts vidéo d’exercices pratiques dans des classes de mathématiques avec des élèves de 11 à 13 ans. Cent trente-six élèves ont regardé individuellement des podcasts vidéo conçus pour enseigner des concepts mathématiques de base. L’évaluation des élèves a été positives quant à la qualité de podcasts vidéo et ils ont apprécié les explications par étapes et faciles à suivre, les schémas ainsi que la possibilité de contrôler le rythme de l'apprentissage. La performance d'apprentissage s’est améliorée de manière significative après l'utilisation des podcasts vidéo. Il n'y avait de pas de différence selon le sexe ou le niveau scolaire dans les attitudes envers les podcasts vidéo ou dans la performance d'apprentissage.

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The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community

Cited by 57 publications

References 9 publications

Practising teaching using virtual classroom role plays

Practising teaching using virtual classroom role plays

Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis / Étude sur l'utilisation de podcasts d’exemples pratiques dans des classes de mathématiques à l'école secondaire de premier cycle

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