Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

Abstract

Group work projects are common components of graduate course curricula. Instructors often try to mitigate the benefits of group work projects for students while avoiding negative effects. Informal learning and participatory culture practices like video logs can enhance learning environments. Video logs that promote both informal learning and participatory culture practices have captured the interest of researchers as a popular way to disclose observations, reflections and thoughts about people's lives and experiences. This study provides insight on how graduate students may respond to participation in a Collaborative Video Logs (CVL) in lieu of group work projects or asynchronous text-based discussion boards. A CVL is a series of videos created by a small group of students addressing a topic and engages students through asynchronous video conversation while promoting ownership, reflection, and academic and social outcomes. This study summarizes students' past experiences and perceptions of group work projects, technological readiness, and affective responses to participating in a CVL as a course assignment.

Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers

“…While past studies have demonstrated the affordance of vlogs in promoting reflective thinking both among graduate students (Fox & Cayari, 2016) and ESL learners (El-Garawany, 2017), past research has also provided a few caveats to the use of vlogs as a means to learning. The first is the need to manage the affective factors of participants of vlogs, particularly in a wider audience setting, as vlogs are able to simultaneously 'make learners take greater responsibility for their work, and provoke greater anxiety' (Hung & Huang, 2015, p. 625).…”

“…The first is the need to manage the affective factors of participants of vlogs, particularly in a wider audience setting, as vlogs are able to simultaneously 'make learners take greater responsibility for their work, and provoke greater anxiety' (Hung & Huang, 2015, p. 625). Other than performance anxiety, there is also a need for instructors to coach participants on digital literacy, with the emphasis on the use of video recording and editing (Fox & Cayari, 2016). Danielowich (2014) calls for teacher educators to provide the relevant scaffold in the vlogs in order to better focus and direct teachers' reflection towards embracing a chance in their practice.…”

YouTube y Aprendizaje: Una Revisión Bibliográfica Sistemática

“…Por último, pese al predominio inicial de artículos centrados en el uso de YouTube para el aprendizaje dentro de los contextos formales de educación, poco a poco se abren paso nuevas producciones científicas centradas en el estudio de YouTube como medio de aprendizaje informal (Fox y Cayari, 2016;Masanet et al, 2019;Vizcaíno-Verdú et al, 2019). Gracias a ello, se abre un nuevo espacio de investigación en el campo de la educación, todavía por explorar.…”