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Video-Based Instruction in a High-School Learning Environment

Video-Based Instruction in a High-School Learning Environment. By: Trudian M. Trail EDIT 6900 Spring 2008. Introduction. Numerous studies have been conducted that determine that video: is an effective instructional tool helps to support learning. The Problem.

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Video-Based Instruction in a High-School Learning Environment

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  1. Video-Based Instruction in a High-School Learning Environment By: Trudian M. Trail EDIT 6900 Spring 2008

  2. Introduction • Numerous studies have been conducted that determine that video: • is an effective instructional tool • helps to support learning The Problem • Not much research exists in regards to the effects of video in a high school learning environment.

  3. Why does it matter? • High-School system is fine the way it is • However, this research may: • provide insight into an area about which not much is known • help to provide better quality instruction • positively impact standard of high-school education

  4. Purpose of this study • This study proposes to investigate the reasons why video is not more widely incorporated as an instructional tool in high schools by exploring the following questions: • What are the point of views and attitudes of high school teachers towards video as an instructional tool? • Does video-based instruction support learning in a high school environment?

  5. Before we begin • It is important to understand: • Ways in which video-supports learning • Why video-based instruction is successful • How to best incorporate video-based instruction

  6. Ways video supports learning • Video-based instruction improves skills crucial to learning. • Data exploration • Evaluation • Comprehension • Retention • Problem solving • Motivation E.g. Baslov et al. (2006) study Eg. Caspi et al. (2005) study E.g. Choi & Johnson (2007) study E.g. Choi & Johnson (2005) study

  7. Why does video support learning? • A theory that explains video-based instruction’s success is dual-coding/cognitive load theory (Koehler, 2005) • This theory validates the success of video because it: • uses both verbal and visual avenues • expands memory • allows for schema construction

  8. Tips for Integration • Video-based instruction is not suitable for all: • Types of learning • Subject matter • It is more valuable when coupled with other teaching strategies that help to make the learner more involved in their learning.

  9. Recap • This study proposes to study the reasons why video is not more widely incorporated as an instructional tool in the high school system as little current research exists about its implications in this environment. To do this, the study will address the following research questions: • What are the point of views and attitudes of high school teachers towards using video as an instructional tool? • Does video-based instruction support learning in a high school environment?

  10. Research Methods • Uses both qualitative and quantitative research methods. • Participants • Teachers and students from two 9th and 11th grade biology classes, which is a total of 4 teachers and the total number of students in the four classes.

  11. Research Methods • Procedure • The flow of this study is summarized below:

  12. References • Balslev, T., De Grave, W., Muijtjens, A. M., & Scherpbier, A. J. (2005). Comparison of text and video cases in a postgraduate problem-based learning format. Medical Education, 39 (11), 1086-1092. • Capsi, A., Gorsky, P., & Privman, M. (2005). Viewing comprehension: Students’ learning preferences and strategies when studying from video. Instructional Science, 33 (1), 31-47. • Chavez, A. F. (2007). Classroom Videos in Professional Development. School Science and Mathematics, 107 (7), 269-270. • Choi, H. J., & Johnson, S. D. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. The American Journal of Distance Education, 19 (4), 215-227.

  13. Koehler, M., Yadav, A., Phillips, M., & Cavazos-Kottke, S. (2005). What is Video Good For? Examining How Media and Story Genre Interact. Journal of Educational Multimedia and Hypermedia, 14 (3), 249-272. • Lawson, T. J., Bodle, J. H., Houlette, M. A., & Haubner, R. R. (2006). Guiding Questions Enhance Student Learning From Educational Videos. Teaching of Psychology, 33 (1), 31-33. • Okolo, C. M. (2006). Using Video to Teach Content-Area Information: How Can the Web Help Teachers? Journal of Special Education Technology, 21 (3), 48-51. • Parish, S. J., Weber, C. M., Steiner-Grossman, P., Milan, F. B., Burton, W. B., & Marantz, P. R. (2005). Teaching Clinical Skills Through Videotape Review: A Randomized Trial of Group Versus Individual Review. Teaching and Learning in Medicine, 92-98.

  14. Rodgers, D. L., & Withrow-Thorton, B. J. (2005). The Effect of Instructional Media on Learner Motivation. International Journal of Instructional Media, 32 (4), 333-342. • Tindall-Ford, S., & Sweller, J. (2006). Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects. Instructional Science, 34 (4), 343-365. • Choi, H. J., & Johnson, S. D. (2007). The effect of problem-based video instruction on learner satisfaction, comprehension and retention in college courses. British Journal of Educational Technology, 38 (5), 885-895.

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