Levels of interaction and proximity: Content analysis of video-based classroom cases

Kale, Uğur

doi:10.1016/j.iheduc.2008.06.004

Cited by 18 publications

(21 citation statements)

References 12 publications

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“…Case studies used in education contexts have traditionally been presented in written form. More recently, educational researchers have begun to explore the use of video to present such cases and to promote reflection in preservice teachers (Abell et al, 1998; Barrett & Rasmussen, 1996; Boling, 2007; Kale, 2008; Liedtka, 2001; Nagarajan, 2007; Ralston, 2003; Smith, 2005; Stockero, 2006; Yadav, 2006). When describing the advantages of their own video-case design, Barrett and Rasmussen (1996) found that the simultaneous and multiple dimensions of sound, image, speech, and action captured through video afford students a much richer experience than could be had through narrative only (p. 79).…”

Section: Importance Of Reflective Thinking To Music Teacher Educationmentioning

confidence: 99%

“…More recently, educational researchers have begun to explore the use of video-cases to promote reflection in preservice teacher education (Abell, Bryan, & Anderson, 1998; Barrett & Rasmussen, 1996; Boling, 2007; Kale, 2008; Liedtka, 2001; Nagarajan, 2007; Ralston, 2003; Smith, 2005; Stockero, 2006; Yadav, 2006). These studies suggest that video-cases can help students become more reflective and can help bridge the gap between theory and practice.…”

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Developing Reflective Practitioners

West

2012

Journal of Music Teacher Education

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Developing reflective habits in preservice teachers is an important task of teacher education. The use of teaching cases in preservice and inservice teacher education has been strongly supported as a tool to promote this process of reflection in education research and music education research. More recently, education researchers have begun to explore the use of video-cases to promote reflection in preservice teacher education. This article first discusses the process of reflective thinking and its importance to preservice teacher education. Next are implications for using videocases to help preservice music teachers critically examine their beliefs and shift their focus from themselves to their students. Finally, research is presented for effectively structuring video-case experiences, along with recommendations for implementing video-cases in the music education classroom.

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Section: Importance Of Reflective Thinking To Music Teacher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

Developing Reflective Practitioners

West

2012

Journal of Music Teacher Education

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“…This paper uses Moore's definition of interaction in distance education with a focus on learner-instructor and learner-learner interaction. Research on interaction has focused mainly on six important aspects: a) the types of interaction (Bernard et al, 2009;Gilbert & Moore, 1998); b) the levels of interaction (Erdogan & Campbell, 2008;Kale, 2008); c) the taxonomies of interaction (Fulford & Sakaguchi, 2002;Nandi, Hamilton, & Harland, 2012); d) the patterns of interaction (Loewen & Reissner, 2009;Manca, Delfino, & Mazzoni, 2009;Abedin, Daneshgar, & D'Ambram, 2012); e) the design of interaction (Hurumi, 2006;Juwah, 2006;Tsai & Lee, 2012); and f) the evaluation of interaction (Guan, Tregonning, & Keenan, 2008;Snášel et al, 2012). It is generally accepted that interaction is a critical ingredient of a quality online course (Masoumi & Lindström, 2012;Keengwe & Schnellert, 2012, Quality Matters, 2011.…”

Section: Review Of Literaturementioning

confidence: 99%

Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives

Barberà

Layne²,

Gunawardena³

2014

IRRODL

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<p class="Cuadrculamedia1-nfasis21">This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty’s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.</p>

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Section: Review Of Literaturementioning

confidence: 99%

IRRODL Volume 15, Number 2

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 2 Nn OnlineCourses Rory McGreal Co-Editor, IRRODLThis spring edition of IRRODL begins with several articles describing open educational resources (OER) followed by some financial considerations and a MOOC investigation.These papers will also be included in the OERKnowledgeCloud, which is supported by the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chairs in three countries. (I am one of them.) For those readers, who are interested in OER and MOOCs, I would recommend that they visit this repository of more than 600 research articles and reports on issues of relevance to researchers in the field. These are followed by papers on student interaction and support as well as synchronous and asynchronous learning. The later articles investigate blended learning, educational research, and the mobile cloud. MOOCs can be seen as a development emerging from the OER movement. In his blog mining analysis of MOOCs, Chen highlights some of the challenges that need to be addressed to ensure sustainability. In contrast, Marty, focuses on monetizing distance education, with fieldwork analyzing the cultural evolution of a French educational institution from a "public good" mandate to a commercial orientation.The next topic includes the themes of interactivity and student support. Wang et al.provide us with a framework for analyzing interaction within a connectivist paradigm with four levels (operation, wayfinding, sensemaking, and innovation). Barberà et al. This edition is rounded off with two articles. Teräs and Herrington, using an iterative design and rapid prototyping, show how this helps to "refine design principles" for an authentic elearning programme. Wang et al. provide us with a case study of mobile learning using cloud computing in a higher education institution.The notes sections include a critique of MOOCs by V. Dolan followed by a book review by T. Anderson. Mass Customization of Education by an AbstractOne of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.

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Levels of interaction and proximity: Content analysis of video-based classroom cases

Cited by 18 publications

References 12 publications

Developing Reflective Practitioners

Developing Reflective Practitioners

Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives

IRRODL Volume 15, Number 2

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