Concepts, Assessments, Subversions
Redefining Students’ Reflections: Opportunities and Challenges of Video-Enhanced Blogging
Dennis N. York and Ronald D. Owston
In the age of Web 2.0 dominance universities are under increasing pressure to investigate the educational applications of user-created content within the traditional culture of knowledge. There is a growing realization in the literature that the incorporation of user-created web video into the curriculum provides a number of pedagogical opportunities for active forms of learning and student-centred teaching practices. Predicated on the precepts of constructivism, this paper aims to explore the pedagogical application of the critical appropriation of user-created web video in a university classroom. Operating in a mixed-method paradigm, the authors analyzed data collected from a non-randomized convenience sample of 17 master’s students in education at a regional university in the United States. Evidence suggests that the critical appropriation of web video allowed students to relate new concepts and ideas acquired from the assigned readings to self-selected user-created web video. This study led the authors to conclude that the proposed learning architecture was critical to student’s success by creating conditions for them to properly balance user-created web video with scholarly knowledge and to become active participants who are accountable for their learning.
In the educational literature examining the adoption of web video, researchers have made a variety of claims regarding the benefits of web video use and production for university education, including the potential for web video to facilitate an understanding of complex concepts (Bonk, 2008; Ghasemi, Hashemi, & Bardine, 2011; Kay, 2012; Trier, 2007)...
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