"A Video of Myself Helps Me Learn":  A Scoping Review of the Evidence of Video-Making for Situated Learning

Epstein, Iris; Baljko, Melanie; Thumlert, Kurt; Kelly, Evadne; Smith, John; Su, Yelin; Zaki-Azat, Justeena; May, Natasha

doi:10.20429/ijsotl.2020.140109

Cited by 11 publications

(9 citation statements)

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“…Marhaban, U. Kasim, A. Syamaun & T. Sulistyo, Student-teacher conferences and video-recorded The videos on teaching performance played a crucial role in cultivating the preservice teachers' self-reflection -the abilities and willingness to assess their own teaching performances so that they can be much better in teaching practices. This finding is also supported by some studies, which revealed that video is a medium to support teacher learning, as it provides an opportunity for reflection on teaching practices (Amador et al, 2020;Epstein et al, 2020). Video self-monitoring (VSM) is one type of learning strategy employed in experiential learning environments to develop critical thinking by building on direct experiences (Amaral & Fregni, 2021;Topdjian & Zipp, 2016).…”

Section: Discussionmentioning

confidence: 80%

“…They conduct a conference or discussion to investigate pre-service teachers' weaknesses, strengths, and what aspects they must improve their teaching practices. Thus, the integration of VRMS and student-teacher conferences are predicted to be beneficial to cultivate English pre-service teachers' teaching performances, feeling of engagement and belonging in community learners, as well as increased confidence, better behaviors, and mastery of the practice-based skills (Cavanagh, 2021;Epstein et al, 2020;Kim, 2019;Laborda et al, 2020). By getting feedback and developing their self-reflection, pre-service teachers can gradually understand their progress in their trajectories to pursue professionalism in teaching.…”

Section: Student-teacher Conference and Video In Microteaching Coursesmentioning

confidence: 99%

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Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Marhaban

Kasim

Syamaun

et al. 2023

SiELE

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The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.

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Section: Discussionmentioning

confidence: 80%

Section: Student-teacher Conference and Video In Microteaching Coursesmentioning

confidence: 99%

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Marhaban

Kasim

Syamaun

et al. 2023

SiELE

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“…As an approach to real-life situations, in line with other studies [27], [28], the video recording task was used to promote situated, practice-based learning, support skills development, and broaden the understanding of the professional practice [28], [29]. Although diverse presenting styles, the goals set were achieved.…”

Section: Resultsmentioning

confidence: 99%

Improving Academic and Professional Engagement in Higher Education Online Students Through Video-Making: School Librarians on the Screen

Sanches¹

2022

EDULEARN Proceedings

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There is an increasing offer of online training in higher education, which develops the interest in educational research and consolidates new conceptual practices applied to e-learning. This study seeks to reflect on the use of video creation by students as an active learning strategy, with a view to greater student involvement in a distance university. From the context of a curricular unit that uses different strategies beyond the traditional reading of documents, including active learning, it is intended that the student participates in a committed way, preparing future professional practices. Thus, the creation of videos was proposed as a powerful tool to engage students. The strategy was aligned with feedback. Achievements granted by the students who participated in the activity proved what the literature has stated: that the active learning approach based on videos positively achieves the objectives and results that aim at successful learning. Also, feedback reinforces student self-regulation, enabling insights that improve their experiential learning.

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“…Video recording is the technique used to teach learners how to communicate by recording their performances. Video recording's capacity for self-reflection is widely acknowledged as a desirable learner characteristic that can generate profound learning (Epstein et al, 2020;Roslee et al, 2019). These researchers have found that selfrecorded video is a well-received technique, particularly for providing feedback.…”

Section: Video-based Tasks In Speaking Classmentioning

confidence: 99%

Video-Based Tasks in Strengthening Speaking Skills of EFL College Students

Menggo¹,

Basir²,

Halum³

2022

IJEFL

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All teachers, including speaking instructors, should be able to select the proper interactive media for students' speaking practice. Video-assisted learning tasks in the speaking class have not been explored extensively, despite the reality that video-based tasks are an appropriate choice for students to enhance their speaking ability. This study sought to examine the Effect of video-based tasks on students' speaking skills. In this study, a quasi-experimental design was employed, and the speaking scoring rubric served as the research instrument. Both the experimental group and the control group were comprised of participants. Researchers gave pre-and post-tests to identify the impact of the video-based tasks technique on students' speaking skills. Using a simple random sampling technique, 56 students from the English study program in the first grade at Universitas Katolik Indonesia Santu Paulus Ruteng comprised the research sample; then, the data were analyzed by using a t-test with the assistance of the SPSS 24.0 program. The data analysis of the average student score in the experimental and control groups revealed that the experimental group's average score (80,29) was higher than the control group's average score (67,57). This result demonstrates the significant effects of video-based tasks in teaching speaking. The researchers concluded that video-based tasks were helpful for teaching speaking skills. Moreover, video-based tasks significantly impact students' ICT skills, learning independence, and self-evaluation development. The logical implication of this study's findings is that EFL teachers should use videos to teach English, particularly speaking skills, because it has been demonstrated to have a favorable effect on the respondents' speaking ability.

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"A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning

Cited by 11 publications

References 0 publications

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Improving Academic and Professional Engagement in Higher Education Online Students Through Video-Making: School Librarians on the Screen

Video-Based Tasks in Strengthening Speaking Skills of EFL College Students

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