Using video surveillance footage to support validity of self-reported classroom data

Lee, Dabae; Arthur, Ian T.; Morrone, Anastasia S.

doi:10.1080/1743727x.2015.1075496

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…In order to gain a deeper insight into the experiences the students had undergone throughout their academic life and taking as a reference the results of the application of the CAPPLE questionnaire, we sought to perform a triangulation of information (Lee et al, 2015), allowing us to avoid any possible biases during the research. Semi-structured interviews were conducted, affording the interviewees the opportunity to express themselves in a natural way, and also enabling the collection of additional data (Cohen et al, 2018) that could grasp the complexity of the PLE development.…”

Section: Methodsmentioning

confidence: 99%

Metacognitive skills and emotions in the construction of Personal Learning Environments

Mera

Tur

2023

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The metacognitive processes during learning are linked to different aspects such as emotions and motivation which in turn contribute to students’ performance. In this research paper, we identified the role of emotions on the learning experience while performing learning of online Higher Education students during the construction of their Personal Learning Environments (PLE) in Mexico. The study was carried out through mixed research in which the CAPPLE questionnaire and semi-structured interviews were implemented. Results show that emotions related to happiness and surprise motivate students to develop their PLE, while emotions such as fear or sadness motivate students to develop metacognitive skills and abilities. Additionally, it was identified that there is a correlation between some metacognitive processes for learning planning and emotions. Conclusions reflect on the need to support both metacognitive and emotional processes for successful online learning and PLE construction. Los procesos metacognitivos durante el aprendizaje están ligados a diferentes aspectos como las emociones y la motivación, que a su vez contribuyen al desempeño de los estudiantes. En este trabajo de investigación se identificó el papel de las emociones en la experiencia de aprendizaje durante el desempeño del alumnado en modalidad en línea de Educación Superior durante la construcción de sus Entornos Personales de Aprendizaje (PLE por sus siglas en Inglés) en México. El estudio se realizó a través de una investigación mixta en la que se aplicó el cuestionario CAPPLE y entrevistas semiestructuradas. Los resultados muestran que las emociones relacionadas con la felicidad y la sorpresa motivan a los estudiantes a desarrollar su PLE, mientras que emociones como el miedo o la tristeza motivan a los estudiantes a desarrollar habilidades y destrezas metacognitivas. Además, se identificó que existe una correlación entre algunos procesos metacognitivos para la planificación del aprendizaje y emociones al momento de utilizar herramientas digitales. Las conclusiones reflexionan sobre la necesidad de apoyar tanto los procesos metacognitivos como los emocionales para el éxito del aprendizaje en línea y la construcción del PLE.

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Section: Methodsmentioning

confidence: 99%

Metacognitive skills and emotions in the construction of Personal Learning Environments

Mera

Tur

2023

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“…Lessons gleaned from using these tools together may translate to use of other technologies designed to study unique aspects of students' and instructors' use of classroom space. These lessons could be integrated alongside other data collection approaches or methodological frameworks (e.g., Lee et al, 2017) to study classrooms and activities taking place within them at scale.…”

Section: Lessons For Technology Use In Research or Evaluationmentioning

confidence: 99%

New approaches for studying multidimensional use of classroom space: A pilot study of three classroom technologies

Harris

Birdwell

2023

Issues and Trends in Learning Technologies

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This classroom technology pilot explored the ways in which three different tools yielded insights into instructors’ and students’ use of physical classroom space in a higher ed environment. The tools of interest were a ceiling heatmap camera from Panasonic, small ultra-wideband movement trackers from Pozyx, and an audio sensor from TSI. Major goals of this pilot study were to determine the nature of the information that these tools could provide relevant to use of classroom space separately and in concert, and to document the process of piloting new classroom technologies designed to study physical classroom spaces and the teaching and learning taking place therein. This pilot experience contributes to foundations for using these three tools—and others designed to collect similar data--to study teaching and learning in physical classroom space and using the insights they yield to support the design of new classroom spaces. This pilot also contributes lessons learned for introducing new tools into classroom spaces and bringing instructors, researchers, and technology experts together for using and studying new classroom technology that captures various auditory, movement, and positioning data to learn more about use of physical learning space.

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“…Then, observers must physically get to the site, observe for an hour or more, then collate data from multiple observers and sites (Cash et al, 2012). Video recording can allow for more observations and less time traveling, but raters must still watch and code the videos (Lee et al, 2017). A fixed video camera may also miss student activities and more subtle interactions taking place in a classroom.…”

Section: Obstacles To Confident Use Of Observations In Researchmentioning

confidence: 99%

“…Having more than one observer visit a classroom is another way to improve reliability but is also difficult to implement. In some cases, video can be substituted for an in-person visit making multiple raters more feasible but still requires equipment and logistical work to record class sessions (Lee et al, 2017). For research and evaluation purposes in higher education, it may be easier to make more frequent visits than is possible in K-12 teacher evaluation (Smith et al, 2014).…”

Section: Generalizability Studies (G-studies)mentioning

confidence: 99%

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

Weston

Hayward

Laursen

2021

American Journal of Evaluation

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Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

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Using video surveillance footage to support validity of self-reported classroom data

Cited by 8 publications

References 27 publications

Metacognitive skills and emotions in the construction of Personal Learning Environments

Metacognitive skills and emotions in the construction of Personal Learning Environments

New approaches for studying multidimensional use of classroom space: A pilot study of three classroom technologies

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

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