Video-stimulated recall in cross-cultural research in education: a case study in Vietnam

Nguyen, Nga Thanh; Tangen, Donna

doi:10.1080/1743727x.2016.1160279

Cited by 11 publications

(7 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Primary data comprising video recordings were supplemented by video‐stimulated recall interviews (SRI) (Nguyen, McFadden, Tangen, & Beutel, ). The interviews, that asked students to elaborate on reasons and thinking behind events noted in the videos, were valuable for providing deeper insights into, and clarifying interpretations of, observations.…”

Section: Data Collection and Samplingmentioning

confidence: 99%

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

Falloon¹

2019

Brit J Educational Tech

View full text Add to dashboard Cite

Significance and rationale for the study Simulations are becoming increasingly common learning resources used in classrooms. However, research on if, what and how students learn from simulations, is still emerging. Specifically, little AbstractResearch has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment-based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self-direction.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

show abstract

Section: Data Collection and Samplingmentioning

confidence: 99%

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

Falloon¹

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Before this meeting, social workers had several meetings with the son alone and met four times with the father over a period of 11 months. After recording the network meeting the participants were interviewed afterward by the first author, using the video-stimulated recall method (Rober et al, 2008 ; Nguyen et al, 2013 ). To analyse the content of the inner and outer dialogues, the reflections, and the interplay between them, we made use of the dialogical concept of Sullivan for qualitative data analyses.…”

Section: Methodsmentioning

confidence: 99%

Open Dialogue: A case study on the influence of sharing or withholding reflections during a network meeting

Dieren

Clavero

2022

Front. Psychol.

View full text Add to dashboard Cite

In Open Dialogue, sharing of reflections by professionals constitutes an important contribution to promoting a polyphonic dialogue between participants. In the inner dialogue, past and future influence the present moment. In this study, we explore the influence of sharing or withholding reflections by professionals on the interplay between inner and outer dialogue. A case study was used with a multi-perspective methodology, which combined video recordings of a network meeting and interviews by using video-stimulated recall with the clients separately, and social workers together afterward. We found that the sharing of reflections by professionals stimulates the inner dialogue and creates an opening for sharing these in the outer dialogue. In addition, we observed that when reflections are withheld, the client's inner dialogue still continues, but their inner dialogue was not shared in the outer dialogue.

show abstract

“…Using video as stimulus for interviews is not new (Sewall, 2007) although it is less common than photo elicitation (Harper, 2002; Nguyen and Tangen, 2016), but it is underused in educational leadership research. The use of video in schools has grown in recent years mostly with the intention of supporting teacher development (Lofthouse and Birmingham, 2010; Masats and Dooly, 2011) and sometimes overused performatively (Harford and MacRuairc, 2008).…”

mentioning

confidence: 99%

Imagining methodology

Todd

2018

Management in Education

View full text Add to dashboard Cite

Video-stimulated recall in cross-cultural research in education: a case study in Vietnam

Cited by 11 publications

References 34 publications

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

Open Dialogue: A case study on the influence of sharing or withholding reflections during a network meeting

Imagining methodology

Contact Info

Product

Resources

About