The use of online video case studies and teacher education
Gayle Yvonne Perry, Pepperdine University, United States
Pepperdine University . Awarded
This study explores the optimal characteristics and components that should be included in an online video case study (OVCS). It also provides a variety of models for implementing OVCS, as well as identifies the technologies that are best used for delivering the key elements of OVCS.
The three round Delphi process adopted for this study involved 20 experts who were selected on the basis of their knowledge of case study methodology, teacher education and online technology. These experts had experience in text-based cases, video-based cases, and online video case studies.
As a result of the three rounds, a set of 35 optimal components and characteristics that should be included in an OVCS for teacher education were developed. More specifically, these characteristics could be categorized into five areas: (a) ancillary materials to be included online with the case video, (b) key perspectives that discuss issues and topics within the video, (c) tools for online case discussion and further study, (d) characteristics of classroom video used in the case study, and (e) methods of case facilitation. Three additional categories were developed—those that should: (a) always be included in OVCS, (b) usually be included in OVCS, and (c) sometimes be included in OVCS, depending on the design or purpose of the case.
In addition, the participants were able to agree on 30 different implementation strategies. The primary difference in the implementation strategies was based on when and what to do before, during, and after viewing the case video. The experts strongly agreed that many options for combining face-to-face and online technology use are needed.
Finally, the expert panel recommended that a combination of both video and text should be used to deliver the optimal components of an OVCS. Though the experts indicated that video should always be included as a component in an OVCS, they felt it should be delivered through multiple delivery options.
By the third round there emerged a growing consensus that video case studies delivered on the Internet offer tremendous potential for bridging the gap between theory and practice in teacher education programs for both preservice and inservice teachers.
Perry, G.Y. The use of online video case studies and teacher education. Ph.D. thesis, Pepperdine University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com
Cited ByView References & Citations Map
Jung Won Hur, Auburn University, United States; Theresa Cullen, University of Oklahoma, United States; Thomas Brush, Indiana University, United States
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 161–182
The Effects of Applying a VCS System on Pre-Service Teachers’ Competencies for Technology Integration
Ya-Fung Chang & Chia-Ling Hsu, Graduate Institute of Curriculum and Instruction, Tamkang University, Taiwan
Global Learn 2010 (May 17, 2010) pp. 1394–1401
Cecile Arquette, San Diego State University, Imperial Valley, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2934–2936
Situating Authentic Tasks with Digital Video: Scaffolding the Development of Critical Thinking and Reflection in Preservice Teacher Preparation
Anthony Petrosino, The University of Texas, United States; Ann Cunningham, Wake Forest University, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1524–1530
Linda Quinn & Lori Olafson, University of Nevada, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1405–1409
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.