Conceptualizing pedagogical processes in video-based learning

cognitive, behavioral, and affective roles of video technology in teaching practice

  • Mosah Ajloni The University of Newcastle, Australia https://orcid.org/
  • Mitchell O'Toole The University of Newcastle, Australia
Keywords: video-based learning, pedagogical processes, TPACK, theoretical framework

Abstract

Five pedagogical processes concerned with the usage of video technologies by teachers for educational purposes are conceptualized and presented. The pedagogical processes are a teacher’s internal thinking processes when trying to involve VT in teaching and provide a pathway to a teacher’s cognition in a holistic manner. These processes play affective, behavioral, and cognitive roles in video-based learning and involve the teacher’s general role in the use of video technology (role awareness), their selection of videos for teaching (selection), choice of a learning environment for teaching (environment-fit), use of innovative technology for teaching (creative process) and the overall value attached to using VT for teaching (value attribution). The pedagogical processes presented are viewed through the lens of the TPACK theoretical framework and conceptualizes how an optimal pedagogical outcome can be achieved by their amalgamation. 

Published
2021-01-26
How to Cite
Ajloni, M., & O’Toole, M. (2021). Conceptualizing pedagogical processes in video-based learning. LUMAT-B: International Journal on Math, Science and Technology Education, 6(1), 1–17. Retrieved from https://journals.helsinki.fi/lumatb/article/view/1496
Section
Articles