Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

Dorfner, Tobias; Förtsch, Christian; Boone, William J.; Neuhaus, Birgit J.

doi:10.1007/s11165-017-9663-x

Cited by 10 publications

(8 citation statements)

References 54 publications

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“…CASs provide students with opportunities to foster an in-depth understanding of content through working on complex tasks, for example, by activating students’ prior knowledge, posing stimulating questions, and encouraging thoughtful discourse (for a review, see Seidel and Shavelson, 2007). Although prior research has shown that the enactment of CAS varies between teachers (Ryan et al, 2015; Künsting et al, 2016; Dorfner et al, 2017), few studies have examined the extent to which teacher beliefs can explain this variation, and even fewer studies have investigated it across grade levels, especially in science teaching. By focusing on two distinct aspects of teacher beliefs – self-efficacy and perceived time constraints – the current study aims to explain the variation in teachers’ implementation of CAS in science classrooms.…”

Section: Introductionmentioning

confidence: 99%

I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

2019

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Considerable research has demonstrated that teachers’ self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers’ self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers’ self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers’ competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

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Section: Introductionmentioning

confidence: 99%

I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

2019

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“…However, if technology-related knowledge is insufficient, there is a high chance that students may fail to deliver their creativity or the main idea that they want to share with their classmates (Daniel et al, 2020). Similar, were the findings of the Dorfner et al (2019), who stated that creativity and confidence of the students are high when they have sufficient knowledge of modern learning technologies. Therefore, in the light of interviewee's response and literature findings, it can be affirmed that a lack of technical knowledge is one of the biggest challenges that are associated with videotaped story workshop methods.…”

Section: Results and Analysismentioning

confidence: 63%

Videotaped teaching and learning methodology – an experiential learning and action research approach

Murshidi

2020

JIEB

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Purpose This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business. Design/methodology/approach The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments. Findings The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise. Research limitations/implications The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc. Practical implications The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable. Social implications The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future. Originality/value The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

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“…Providing positive feedback to students also creates a supportive climate and is observed more often in high-achieving classes [ 69 ]. Similarly, teacher confirmation of student work has been shown to increase student participation in class and greater self-reported use of study behaviors associated with cognitive learning [ 70 ].…”

Section: Discussionmentioning

confidence: 99%

Evidence-based teaching practices correlate with increased exam performance in biology

et al. 2021

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Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom’s Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students’ GPA at start of the term, and students’ demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom’s levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom’s level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom’s levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students’ learning by incorporating these evidence-based teaching practices.

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Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

Cited by 10 publications

References 54 publications

I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

Videotaped teaching and learning methodology – an experiential learning and action research approach

Evidence-based teaching practices correlate with increased exam performance in biology

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