Video-Supported Collaborative Learning

Minna Koskinen, Frank de Jong, Alberto Cattaneo, Vesna Belogaska, Äli Leijen, Anni Küüsvek , Rui Gonçalo Espadeiro | View as single page| Feedback/Impact

Video pedagogy

Video pedagogy refers to the different possible ways to exploit the use of video materials in teaching and learning (comprising the setting, the objectives, and all the other dimensions of a pedagogical scenario) in formal, non-formal and informal contexts [1]. In this sense, we can also speak about video-based instruction, which includes different instructional strategies, from the more teacher-centred and supportive[2] (e.g. when the video is used to instruct on specific content, like in demonstration-based training[3] or in video lectures) to the more student-centred and generative ones (e.g. when the video is the result of a learning-by-design[4] activities by a group of students), and ranging from the design and creation to the direct use(s) of the video materials.

When it comes to collaborative learning, the use of video emerging from the scientific literature includes four main modalities[5]: 1. Observation & collaborative analysis of video-recorded practices, 2. Collaborative video-supported authoring, 3. Collaboration based on video-based educational content, and 4. Video-supported synchronous collaboration.

 

[1] See Cattaneo, Evi-Colombo, Ruberto, & Stanley, 2019.

[2] For the distinction between supportive and generative strategies, see Smith & Ragan, 1999.

[3] See Grossman, Salas, Pavlas, & Rosen, 2013; Rosen, Salas, Pavlas, Jensen, Fu, & Lampton, 2010.

[4] See Zahn, 2017.

[5] See the literature review by Ramos, Cattaneo, de Jong, & Espadeiro, 2021.