Video self‐modeling to improve academic performance: A literature review

Prater, Mary Anne; Carter, Nari; Hitchcock, Caryl H.; Dowrick, Peter W.

doi:10.1002/pits.20617

Cited by 54 publications

(50 citation statements)

References 22 publications

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“…Findings from MRI-based studies support early research which found more mirror neurons are fired when the model is the individual or is someone familiar to the individual, rather than a complete stranger (Oberman, Ramachandran & Pineda, 2008). Mirror neurons are not fired unless the behaviour is within the individual's zone of proximal development is a desired goal, and the opportunity arises for the individual to complete the task (Dowrick, 2012;Vygotskii & Cole 1978).…”

Section: Motivationsupporting

confidence: 68%

“…A mirror neuron is activated when another individual's behaviour is observed and mirror neurons provide "internal representation of other people's actions, intentions or emotions" (Colman, 2009, p. 467). It has been found that the same mirror neurons fire when a monkey is crushing a peanut when doing it himself and when watching another monkey complete the same task (Dowrick, 2012). This idea has also been seen in humans in research using MRI scans of mirror neurons (Fogassi & Ferrari, 2010).…”

Section: Motivationmentioning

confidence: 70%

“…For modelling of behaviour to be successful there are four key components that must be present in the observer for observational learning to occur, namely attention, retention, production, and motivation (Bandura, 1977(Bandura, , 1986Dowrick, 2012;Grusec, 1992).…”

Section: Modelling and Observational Learningmentioning

confidence: 99%

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Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015

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Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

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Section: Motivationsupporting

confidence: 68%

Section: Motivationmentioning

confidence: 70%

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Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015

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“…Modeling is an instruction approach which has been designed on the basis of the theory of observational learning (Bandura, 1977), which has been acknowledged as effective for years (Prater, Carter, Hitchcock and Dowrick, 2012). Modeling can be realized in one of two ways: live modeling and video modeling.…”

Section: Resultsmentioning

confidence: 99%

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

Akmanoğlu¹,

Kurnaz²

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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“…Videos are an effective tool in health professions education to enhance communication skills and self and/or peer reflection. [79][80][81][82][83] Video podcasts may be a useful way for students to improve their counseling and clinical competency skills by reflecting on their own counseling shortcomings, as well as their strengths and those of a peer. Moreover, addressing their inner thoughts about and challenges from the whole task (including the video task) through reflective writing allows students to develop strategies to overcome barriers and concerns to improve future tasks.…”

mentioning

confidence: 99%

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Lucas

Bosnic‐Anticevich

Schneider

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To determine the effectiveness of integrating reflective practice activities into a secondyear undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self-and peer reflection. Assessment. Student responses (n5214) to the adapted Kember et al 1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.Keywords: pharmacy curriculum, reflective practice, reflective thinking, experimental crossover design, pharmacy teaching INTRODUCTIONReflective thinking and learning capacity is regarded as an essential attribute in the health professions to link theory with application and to address the challenges that arise in clinical practice. [2][3][4][5][6][7][8] However, evidence to support the integration of these skills and curricular innovations in health education remains largely theoretical.2 Furthermore, evidence of integration of reflective practice teaching and learning modules into curriculum is scant.Reflective practice is an umbrella term used to describe the professional strategy to constantly improve one's practice. 5 It is a cognitive process of understanding and evaluating the meaning of an experience within the context of one's previous experience, previous and existing knowledge, firmly held beliefs, and assumptions. 9,10 Through reflective practice, professionals continue to critique their skills, performance, outcomes, and behavior. It can be argued that constant critiquing of practice, upgrading skills and performance, and/or changing behavior, allows for better informed decisions and clinical judgments, 11 thus enabling improvement for future practice. 5,6,12,13 Integrating reflective practices into health education settings can enhance self-reflection 6 and fundamental reflective thinking ability.14 Integrating reflective learning activities may also assist with bridging pharmaceutical theory to the complexities of pharmacy practice. 7,10,[23][24][25][26][27][28][29][30][31][32] Subsequently, enhanced reflective thinking skills may better prepare students for the challenges that may arise in future clinical practice.Moreover, adopting reflective learning and thinking skills may enhance deep learning and develop metacognitive ability. 21 Enhancing metacognitive ability of pharmacy students can assist with imp...

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Video self‐modeling to improve academic performance: A literature review

Cited by 54 publications

References 22 publications

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

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