Teacher‐created video instruction in the elementary classroom—Its impact on students and teachers.
Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher‐created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher‐created computer‐based video instruction...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 4; pp. 1107 - 1127 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151329635&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151329635 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2021 vid: 37 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 151329635 149898673 151329635 151329635 10.1111/jcal.12549 151329635 ppf: 1107 ppct: 20 formats: tig: atl: Teacher‐created video instruction in the elementary classroom—Its impact on students and teachers. aug: au: Torrington, Jodie Bower, Matt affil: School of Education, Macquarie University, North Ryde New South Wales, 2109, , Australia sug: subj: Computer-Assisted Instruction Students, Elementary Faculty Human ab: Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher‐created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher‐created computer‐based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated‐measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on‐task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher‐created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing. Lay Description: What is already known about this topic: Video as an instructional method has been used to deliver content to learners for over 40 years.Current mobile technologies have the inbuilt capability to film, edit, upload and access custom‐made instructional videos.Learning through video instruction is enjoying renewed popularity due to Internet capability, increased connectivity and device affordances.Video can promote self‐paced, controlled, personalized learning experiences for students. What this paper adds: Teacher‐created video instruction has been an overlooked pedagogical approach in mainstream elementary classrooms.Students are highly engaged behaviourally when completing teacher‐created video lessons.Students prefer to hear their teacher's voice on the video, rather than a stranger's.Using teacher‐created video instruction in the classroom positively impacts on teacher wellbeing. Implications for practice and/or policy: Using teacher‐created video instruction in the classroom provides a way to deliver differentiated content to groups or individuals.Students have the autonomy to self‐pace and control their learning within the close proximity of the teacher.Teachers are able to provide individual support and attention to students during the video instruction without affecting general learning.High student engagement can positively impact the classroom dynamics and environment. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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