Evolution of online interactions while observing classroom situations on video during a distance education course

Florian Meyer, Marc-André Gazé & Roselyne Lampron - Université de Sherbrooke, Québec, Canada
Evolution of online interactions while
observing classroom situations on video
during a distance education course
SITE 2015 – Las Vegas
Florian Meyer, Marc-André Gazé & Roselyne Lampron
Université de Sherbrooke, Québec, Canada

Florian Meyer, Marc-André Gazé & Roselyne Lampron - Université de Sherbrooke, Québec, CanadaFlorian Meyer, Marc-André Gazé & Roselyne Lampron - Université de Sherbrooke, Québec, Canada
Plan
1. Problem and goals
2. Theoretical framework
3. Methodological aspects
4. Results
5. Discussion and opening

Problem and goals

Observing videos
• Modeling practices seems to have a positive effect on the development
of professional competencies allowing emotional, social, and cognitive
learning (Yung, Yip, Lai, et Lo, 2010).
• Modeling (Schunk, 2001) from examples of good practice on video goes
beyond a simple exemplification of practice and engages students in a
complex and reflexive analysis process (Santagata et Guarino, 2011).
• Interactions between teachers participating in training "video clubs"
evolve (van Es et Sherin, 2008; van Es, 2012)
• Vicarious effect (Bandura, 1997) produced by watching videos of
experienced peers within an autonomous online training contributes to
the positive effect on the feeling of self-efficacy, intentions to change
practice and knowledge of teachers in training (Meyer, 2010)

Online training for learning
• The online trainer’s role to support collaboration and
interaction between teachers (students) is complex (Santiago,
Leh and Nakayama, 2011) : it requires supporting various
types of interactions (Dumont, 2007)
• Learning occurs through various cognitive processes that are
influenced by the environment and the social context in which
a person is, the practice of reference, the observations she
can do, the models that are proposed, the mediation offered
by a trainer or a peer, conceptions or expectations (Cross,
1981; Bruner, 1996; Wang et Kang, 2007).

Problem
How do trainers know how to combine these aspects
and support student teachers to analyze videos of
practice online in order to learn better ?

Goals
1. To understand the evolution of the capabilities of the
students to analyze videos, according to peer
interventions and interventions of the trainer, or
contextual characteristics of the training.
2. To understand to what extent the observations and
analysis carried out by teachers and supported by
trainers contribute to some of these cognitive
processes and to what extent they contribute to
learning.
3. To support trainers who need some advice for a better
practice.

Theoretical framework

Online learning
• Online learning occurs through socio-cognitive conflict,
collaboration, interactions (Henri et Basque, 2003)
• Four types of support can be offered by the trainer
(role that can sometimes be played by peer students):
– psychological and psychosocial support
– methodological and organizational support
– educational support
– technical support (Dumont, 2007)

10
(Wang & Kang, 2006, p. 226 )

Online Interactions
Gunawardena, Lowe & Anderson (1997) : 5 phases
during online discussions:
1. Sharing/comparing of information;
2. Discovery and exploration of dissonance or
inconsistency among ideas, concepts or statement;
3. Negotiation of meaning/coconstruction of knowledge
4. Testing and modification of proposed synthesis or
co-construction;
5. Agreement statement(s)/applications of newly-
constructed meaning.

Instructional design
• MISA (Paquette, 2004) in four axes
1. DC: Design of Content (Knowledge and Skill
Representation);
2. DP: Design of Pedagogical Specifications
(Application of Teaching Methods and Approaches);
3. DM: Design of Materials (Specification of Learning
Materials);
4. DD: Design of Delivery (Delivery Planning)
• Charlier, De Schryver et Peraya (2006)

(Bloomberg, Renkl, Sherin, Borko & Seidel, 2013, p. 105)

Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová &
Šebestová (2009, p. 208)
Types of videos

Methodological aspects

• 5 teacher trainers
• First step of a 2 years
process
• 9 courses of 3 credits
(Fall 11 to Fall 13)
• 180 Master degree
students (same
program)
• Datas
– Interviews
– Interactions in forums
Qualitative action research

Some results

2 different pedagogical models

Interactions

Interactions in Fabien and Lise’s courses
according to social construction of knowledge
model (Gunawardena et al., 1997)

Discussion and opening

Simple video use
• Tasks proposed by Lise and Fabien, in the context of
these forums, are not mandatory but merely suggested.
This may explain why the number of interactions is not
very high.
• But we also question the involvement of the students
and what these guidelines raise in this regard. In these
activities, it seems that the use of videos tend to stay at
a level of simple illustration (Janik et al., 2009) when the
students are only asked to identify some elements and
concepts mentionned previously in the course. A very
few students benefit from these videos to progress in the
construction of new knowledge.

Professors’ role
• Fabien ans Lise had a small contribution in their forums
to support the advancement of the interactions towards
the co-construction of new knowledge.
• It is of course impossible for trainers to intervene in
every discussion thread, it wouldn’t be managable. It is
still unfortunate because the few times Fabien and Lise
had the opportunity to do so, it has often helped to bring
interactions to move towards phases 4 and 5.
• Is there any other way than simply interacting in the
forums (tasks, ressources…) ?

Knowledge construction
• Activities proposed to the students in the rest
of the course make them reuse knowledge built
throughout the course, but do not call explicitly
knowledge possibly built during the discussions
made around the videos.
• It would be interesting to promote the
implementation of these new co-constructed
knowledge during the following activities and to
ask students to explicit this integration.

Recommendations to professors
• Suggest tasks that allow students to draw on their experience
to make a meaningful comparison (Yung et al., 2010)
• Ask students to defend their point of views by exploiting these
videos and formalize their arguments using readings and their
own experience.
• Enable students to discuss the videos in small groups in order
to reach a common construction of meaning and place them in
front of the obligation to solve a problem collectively. In other
words, motivate the social cognitive conflict with a productive
discussion (Yung et al., 2010

Conclusion
• Trainer’s role is crucial ;
• Videos can play a very different role depending
on the tasks and the pedagogical model
• Supporting online interactions is even more
demanding when video are at the center of the
activities
• Can professors change their course in order to
achieve these goals ? And how does it affect
the social construction of knowledge ?

Future work…
• Is the social construction of knowledge
model (Gunawardena et al., 1997) adapted
to discussions around the analysis of videos
?
• Option : adapting this model integrating
Professional Vision Concept (Sherin, 2007)
and Yung et al.’s (2010) types of means to
support learning through video analysis

Thank you very much !
Florian.meyer@usherbrooke.ca
http://pedtice.org

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Evolution of online interactions while observing classroom situations on video during a distance education course