Perini, Marco; Cattaneo, Alberto A. P.; Tacconi, Guiseppe
In: International Journal of Educational Technology in Higher Education, Bd. 16, Nr. 1, S. 29, 2019, ISSN: 2365-9440.
Abstract | Links | BibTeX | Schlagwörter: crossing boundaries, educational technologies, hypervideo, O, reflective activities, video annotation
@article{Perini2019,
title = {Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study},
author = {Marco Perini and Alberto A.P. Cattaneo and Guiseppe Tacconi},
url = {https://doi.org/10.1186/s41239-019-0156-z},
doi = {10.1186/s41239-019-0156-z},
issn = {2365-9440},
year = {2019},
date = {2019-07-19},
urldate = {2019-08-08},
journal = {International Journal of Educational Technology in Higher Education},
volume = {16},
number = {1},
pages = {29},
publisher = {Springer International Publishing},
abstract = {According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).},
keywords = {crossing boundaries, educational technologies, hypervideo, O, reflective activities, video annotation},
pubstate = {published},
tppubtype = {article}
}
According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).