Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway

Abstract

This study examines how videos may support participants’ learning in the Information and Communication Technology Massive Open Online Course (ICTMOOC) aimed to develop digital skills with pre- and in-service teachers in Norway and provides an insight into how teachers’ interactions with videos may contribute to enhancing their agentic capacity to learn and transformative digital agency. Analyses of participants’ interactions with the videos are located in the cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. The data consisted of 501 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTMOOC in 2014–2018. Mixed methods were applied to analyse the data by providing quantitative and qualitative evidence about the processes of video use. Findings reveal the patterns of participants’ interactions with videos: (a) seeking explicit information about how to engage in learning; (b) seeking assistance while engaged with the assigned tasks; (c) support to compare learning outcomes with the requirements outlined in the videos. In doing so, the videos provided orienting, executive and controlling support and might have contributed to enhancing participants’ capacity to learn in digital environments and their transformative digital agency. The majority of participants used videos for executive support and the learners preferred videos in the range of 5–10 min. By providing these types of support by the videos, a learning activity carries a new function as a tool for studying the essence of learning in digital environments. These findings have implications for the design of videos in online courses. They also emphasise the crucial importance of awareness about the type of support videos provide to enhance participants’ learning in digital environments.

Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

“…The studies show that participation in MOOCs challenges learners to develop self-organisation and self-motivation as well as a reasonable amount of technical proficiency to manage the abundance of resources and the more open format of courses [34; 46]. These findings suggest that learning in MOOCs is complex and nuanced and that learners are in need of resources to enhance their agentic capacity to learn [18]. W.M.…”

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

“…Now, digital competences as didactic equipment for teaching are the set of skills and concepts to use information for training, evaluative and feedback purposes in collaborative teaching and learning platforms (Aristizabal & Cruz, 2018;Choudrie et al, 2018;Engen, 2019;Garzón et al, 2020). For this reason, it is understood as the induction towards learning using virtual media or platforms in different modalities: (a) self-training, (b) co-training, (c) heteroformation (Choudrie et al, 2018;Engen, 2019;Engeness et al, 2020;Girón-Escudero et al, 2019;Garzón et al, 2020). Although some theorists explain that they are known as the basic skills for the use of information and communication technologies (ICT) (Lakkala & Kantosalo, 2011), ignoring the development and adaptation capacities of these ways to achieve learning through domain of digital information, as suggested by other studies based on digital socioconstructivism and humanist connectivism (Pachis & Zonneveld, 2018;Pugacheva et al, 2020;Tourón et al, 2018).…”

Information and communication technologies for early childhood education

“…Obtener un puntaje alto en la escala significa que el maestro de preescolar tiene una actitud positiva hacia el uso de herramientas y materiales tecnológicos. Como consecuencia del estudio de confiabilidad, el coeficiente de confiabilidad Alfa de Cronbach se calculó como 0,92 [8].…”