Video coding of classroom observations for research and instructional support in an innovative learning environment

Evenhouse, David; Zadoks, Austin; Freitas, Claudio; Patel, Nimit; Kandakatla, Rohit; Stites, Nick; Prebel, Taylor; Berger, Edward J.; Krousgrill, Charles M.; Rhoads, Jeffrey F.; DeBoer, Jennifer

doi:10.1080/22054952.2018.1519984

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Nevertheless, in addition to the teacher's involvement and impact on the situation, it is necessary to delineate the learners and their contribution [41]. Moreover, to facilitate ongoing learning and investigation, it is crucial to meticulously and impartially document the occurrences within the classroom, rather than relying solely on subjective impressions [41,40,42]. Observation can vary in its scope, ranging from a broad perspective to a more specific one.…”

Section: Teaching Practice In College Of Education Contextmentioning

confidence: 99%

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

Boadi,

Amoah,

Ameyaw

et al. 2024

ACRI

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This study examined the influence of supervisor feedback on the teaching practices of pre-service mathematics teachers during Extended Teaching (off-campus teaching practice). The research design adopted for the study was action research. The target population was level 400 students of a College of Education and the population size was three hundred and ninety-two (392) whilst the sample size was sixty-three (63), comprising of pre-service mathematics teachers, which was selected based on purposive sampling. The instruments used for the study were Intern Teaching Assessment Form (ITAF) and Teaching Evaluation Comment Form (TECF). In the pre-intervention stage, a first supervision was conducted to identify the strength and weaknesses of the students before the feedback from the observation was discussed and reflections were held with the pre-service teachers to serve as the intervention. A second supervision was conducted to evaluate the intervention strategies. The results of the study showed a significant improvement in students’ second supervision scores (M=71.0000) compared to the first supervision scores (M=64.8033). A third supervision was conducted 7 weeks after the second supervision using ITAF and TECF to check students’ retention of teaching skills and knowledge, which the result showed no significant improvement in pre-service mathematics teachers’ second supervision scores (M=71.0000) compared to the third supervision scores (M=71.1475), indicating pre-service mathematics teachers’ retention of the teaching skills and knowledge had been exceptionally good. Supervisors' post-observation feedback enhances pre-service mathematics teachers' interpersonal communication, classroom management, student support strategies, leadership, and practical knowledge of standard-based curriculum implementation, thereby improving their instructional style. The study recommends the extension of the Extended Teaching duration to encompass an entire academic year in order to enhance the practical component of the preservice teacher training program and potentially impact the quality teaching and learning policy agenda.

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Section: Teaching Practice In College Of Education Contextmentioning

confidence: 99%

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

Boadi,

Amoah,

Ameyaw

et al. 2024

ACRI

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“…Our research design, therefore, uses an observation protocol (see also References [39,66]) as a tool to understand participant choices, actions, and decisions related to help‐seeking behavior (HSB). We leverage our prior substantial work on video‐based observation protocols [24,25,28] to derive empirical evidence of specific types of help‐seeking relevant to this specific use case.…”

Section: Introductionmentioning

confidence: 99%

Use of worked‐example videos to support problem‐solving: An analysis of student behavior

DeBoer

Rhoads

et al. 2021

Comput Appl Eng Educ

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Worked examples are important tools for teaching problem‐solving skills in physics and engineering subjects. Presenting a worked example in a computer‐based multimedia format may provide extra support to the learning process, but different strategies of using worked examples can lead to different outcomes. An observational experiment was conducted to investigate students' video usage behaviors and their impact on problem‐solving efficiency and outcomes. Seven undergraduate engineering students were asked to solve a dynamics problem with three subquestions. A worked‐example video was provided as a potential resource for help‐seeking. The experiment, including the student's affect, their computer usage patterns, their usage of the worked‐example video itself, and their problem‐solving work was video‐recorded, and students were instructed to verbalize their thinking process. Video recordings were coded using a behavioral scheme to characterize the timing and frequency of important problem‐solving and video interaction events. “Process‐checking” and “pattern‐matching” emerged as two systematic approaches to using the worked‐example videos, along with a general focus on visual information over audio information. A varying level of success in solving the problem illustrates that the effectiveness of using the worked‐example resource depends on the learning context and the student's needs.

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“…Given how much students appreciated having a wealth of resources at their disposal, we deemed it important to make sure that students could receive feedback on submissions in a timely manner. In addition, our prior video analysis of in-class instructor actions 38 revealed that a non-trivial amount of class time was being consumed by administrative actions, such as returning students' homework. Employing an online grading application removed the need for physically handing back homework and allowed students to receive feedback in a timelier manner.…”

Section: Break Down Barriers To Timeliness and Schedulingmentioning

confidence: 99%

Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

Evenhouse

Stites

Dunford

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Video coding of classroom observations for research and instructional support in an innovative learning environment

Cited by 6 publications

References 17 publications

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

Use of worked‐example videos to support problem‐solving: An analysis of student behavior

Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

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