Name
Abstract | ||
|---|---|---|
The aim of the study was to find out which advantages and disadvantages teacher students point out when using video diaries (compared to written diaries) during school practice and what are the similarities and differences of reflection levels between video and written diary posts. The dataset includes the results of written questionnaires from 24 teacher students and video and written diary posts by 18 of those students. Data was analyzed using inductive and deductive content analysis. The results of the study reveal that the advantages of video diary are the richness of emotions and authenticity, faster compilation, alternation to written work and opportunity to get used to watching and hearing oneself on video. The disadvantages pointed out were fear of the camera, issues with technology and digital competence, choice of location for video-recording, logic and thoughtfulness of the text and potential unwanted circulation of video material. Written practice diary posts contained fewer meaning units than video diary posts. In reflections of both formats, the descriptive level was most common. |
Year | DOI | Venue |
|---|---|---|
2020 | 10.1109/ICALT49669.2020.00090 | 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) |
Keywords | DocType | ISSN |
video diary,written diary,teacher education,reflection,reflection levels | Conference | 2161-3761 |
ISBN | Citations | PageRank |
978-1-7281-6091-7 | 0 | 0.34 |
References | Authors | |
0 | 5 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Liina Lepp | 1 | 0 | 0.34 |
| AnniKuusvek | 2 | 0 | 0.34 |
| Äli Leijen | 3 | 0 | 0.34 |
| Margus Pedaste | 4 | 0 | 0.34 |
| Annika Kaziu | 5 | 0 | 0.34 |