期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2021
卷号：17
期号：9
DOI：10.29333/ejmste/11154
语种：English
出版社：Pamukkale Univ Dept Sci Education
摘要：This paper looks back at the last 20 or so years of research into using video in education and seeksto see what it tells us about creating video to support learning. The exploration is literature-basedand involves a critical discussion of articles on video-based learning and related pedagogicalprinciples and methodologies. Literature chiefly focuses on the principles and characteristics ofvideo that help to transmit and wrap the learning content in a way that will call the learner’sattention. Few of the discussed articles attend to learning as the transformation of informationper se. Nor do they speak to a clearer pedagogy for video. The scholarly inquiry into the pedagogywithin the video, a certain pedagogical style and design of the video necessary to support andthus lead to learning, is lacking. Therefore, the explanatory power of the instructional video andthe elements that enable a more transformative learning pedagogy for video are to be yetidentified. The video format proves to be effective when compared to other forms of presentation.However, the effectiveness of a learning video is not due to the format itself, but to the principlesof its judicious use. This study seeks to advance this premise and insists that transformation inlearning is possible through a successful video experience. Upholding this presumption shouldencourage instructional designers and lecturers to make good the pedagogical principles ratherthan searching for unending technology and production techniques in order to design an effectivelearning video and employ its affordances to good ad-vantage. Since creating videos for learningpurposes largely adopts a transmission of knowledge approach, this paper discusses the resultsof a literature review that supports the transmission styles of learning. However, additionally, itexplores the literature to identify the elements that enable a more transformative learningpedagogy for video. As a consequence, the tension be-tween the two approaches has beenrevealed. These discrepancies emphasise the urge for clarification to help research into video?based learning move forward and make headway towards a more efficient learning experience.
