I-Pei Tung Department of Educational & Counselling Psychology McGill University

影片與自主學習的整合 : 理論與實務

Integrating Video into Self-Regulated Learning: Theory and

Practice

 I-Pei Tung Department of Educational & Counselling

Psychology McGill University

Rationale of the study

Research suggests that students who can self-regulate are stronger learners; so, to promote strong learners, self-regulation is critical. However, little research exists on use of video to

help students become self-regulated learners. Research emphasizes the role of social

context in learning. However, there is no guidance about how this

should take place. To address this shortcoming, this study incorporates Activity Theory as a social perspective.

Research Questions

• 1: How do participants perceive the use of video in related to their problem solving outcomes?

• 2: What Self-Regulated Leaning (SRL) strategies did students apply into their problem-solving process?

4

The Cyclical Model of SRL

(Zimmerman and Campillo, 2003)

Activity Systems Theory

(Engeström, 1987, p. 78; Vygotsky, 1978, pp. 27-28, 57; Bedny, Karwowcki, & Bedny, 2004 )

Activity System Theory

• Vygotsky's (1978) analysis of mediated acts as composed of subjects, objects, and mediating artifacts or tools (Engeström, 1987; Wilson, 2006).

• AST focuses on relationship between individual subjects and their communities. It has been used to understand educational practices in various domains (Roth, 2004; Roth & Lee, 2007).

Theoretical Intersection with Tools

Activity System

Theory

Tools (Videos

)

Self-Regulated Learning Theory

Internalization

Learning

Reflection

Methods

School Context A private school with laptop programs, grade 7-8, MEQ LES program. ICT-enriched learning environments, wiki, blog, GSP.

• Data Collection• Recruited 24 participants to do 6 problems,• Video and audio taped,• Questionnaire with 12 items in 3 themes.

• Data Analysis• Student responses from the Questionnaire,• Transcripts coded by Zimmerman and Campillo (2003), • Transcript coded by Semantic frames (Bracewell,

Breuleux &LeMaistre, 2007).

• Problem-solving of math questions

Task 1

• Videos

Task 2

• Non-Video

Task 2

Math Problem

On a coordinate plane, the distance between A (x, y) and the origin is 5 (the length of the longest side). If both x, y are integers, then which of the following number CANNOT be a possible value of y?

(A) 0(B) 1(C) 3(D) 4(E) 5

Qualitative Profile (AST)

How did Andrew interact with technology within Activity system?

Andrew (subject) Video, software, worksheets (instrument) Solving problems (object) Interacting with facilitator ( community

members) How to interact and use tools (rules &

division of labor

RQ1: How do participants perceive the use of video in related to their problem solving outcomes?

Student perceptions of using video in solving problems: Experience with video in mathematics class:

▪ Students enjoyed watching videos in learning contexts (mean=2.89).

Student views of usefulness of videos: ▪ Students’ views of usefulness of videos show that they

prefer video in solving problems as the first item (mean=3.11).

Teachers’ behaviors of using videos: ▪ In general teachers do not use videos as multimedia

resources current instructional practices (mean=3.76).

RQ2: What Self-Regulated Leaning (SRL) strategies did students apply into their problem-solving process?

No Video Video 0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Means of SRL Coding Solved

Cod

ed

Perc

eta

ge

Issues on Coding SRL Strategies

• Their actions as they worked on solving the problem were highly specific, complex, and interrelated, and seemed to require a coding system with a finer grain of analysis than seen with the categories of forethought, monitored performance, and self-reflection.

Why Applying Semantic Coding Frames?

• It provides a set of categories that are independent of the categories of self regulated learning theories.• Can avoid the situation in which the

“object of explanation” becoming the “object of study”.

• It integrates SRL and self regulation strategies with the more extended theory and coverage of human problem solving generally (Newell & Simon, 1972) thereby realizing a unified approach in the two domains.

Sample Data Analysis

Action Condition Goal Evaluation

A: No, that’s wrong. So, I’m gonna take my compass, and I found out that middle is always 0, not 5. I thought it was 5, but it’s not, so what I’m gonna do—I’m just gonna scratch that out—what I’m gonna do is, I’m gonna draw a circle five points out from the middle. I’ll draw a circle around it, and then see what happens. [Adjusts Compass] Okay, a bit less. There. [Draws circle] Aha! There. Okay. I’ll put this back.

I’m gonna take my compass.No, that’s wrong.

I found out that middle is always 0, not 5. I thought it was 5, but it’s not.

A / 8A / 8

A / 9

What I’m gonna do – I’m just gonnascratch that out.

A / 10

Draw a circle around it.

subgoal

okay

A / 13

A / 11

so

See what happens.

A / 12

Draw a circle

A / 12reflection

Draw a circle five points out

from the middle

reflection

reflection

A / 11

so

Semantic Coded Sequence

Illustration of Data Analysis

Frequency Difference

A C G E B P0

2

4

6

8

10

12

14

16

18No-Video(n=17) Video (n=21)

Code Theme

Mean

Fre

qu

en

cy

Guidelines for Instructional Designers

Ley & Young, 2001, pp. 94-95. Principle 1: “Guide learners to prepare

and structure an effective learning environment” Using video in the classroom can be

challenging. to acclimatize students to being on video,

To use a think aloud protocol, To develop concise language skills, To invite peers to watch videos in small

groups.

Guidelines for Instructional Designers

Principle 2: “Organize instruction and activities to facilitate cognitive and metacognitive processes” At the macro level, it is important when designing

video activities to provide sufficient time between viewing and discussion to allow students to consolidate their new knowledge, skills, and attitudes. SRL skills require time to mature, and will not develop in a 5-10 minute period.

At a meso level, it is important to be explicit with participants regarding the goals and objectives of the video activities to help direct their efforts.

Guidelines for Instructional Designers

Principle 2: “Organize instruction and activities to facilitate cognitive and metacognitive processes” At the micro level, it is important to provide a set of

specific questions to foster self-regulated behaviors in students as they view videos▪ Before they view themselves on video, ask students: (a)

What do you want to focus on in this session? and (b) Why do you think this is important?

▪ After watching the video, ask students: (a) What did you do well? and (b) What did not go so well?

▪ Finally, ask students to take some time and consider: (a) What could you improve upon in the future? and (b) What factors influenced you to take these actions?

Guidelines for Instructional Designers

Principle 3: “Use instructional goals and feedback to present the learner with monitoring opportunities”. Students can be instructed to take advantage of

reviewing their video multiple times (Ericsson, 2006).

Provide students with a sheet with specific questions that facilitates taking a third person perspective by having them self-assess using the following questions: (a) What is the topic of the task? (b) What kind of activity are you engaged in? (c) What are you seeing in the video? and (d) What do you think about the performance in the video?

Guidelines for Instructional Designers

Principle 4: “Provide learners with continuous evaluation information and occasions to self evaluate”

The continuity of evaluation and opportunities to self-evaluate can be effectively brought together in a student digital portfolio.

Current software and hardware advances permit video to provide a lasting record of such instances, which can be edited to present a particular set of information.

Limitations

May only be valid to secondary students.

Potential effect on prior technology experience may exist in video effect and self-regulated learning processes.

Future Research and Implications

Creating new modes of digital assessment Structured and scaffolding questions to

promote SRL while watching videos. (a) What is important to focus on in this session? (b) Why do you think this is important? (c) What did you do well? (d) What did not go so well? (e) What could you improve upon the next time

you are in a similar situation? (f) What factors influenced you to take these

actions?

Thank you

Contacts:I-Pei Tung, Ph.D Candidate, M.A., B.Ed.i-pei.tung@mail.mcgill.ca or ipeitung@gmail.com