Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis
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| Title: | Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis |
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| Language: | English |
| Authors: | Kay, Robin, Edwards, Jaime |
| Source: | Canadian Journal of Learning and Technology. Fall 2012 38(3). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Grade 6 Grade 7 Grade 8 Middle Schools |
| Descriptors: | Foreign Countries, Video Technology, Handheld Devices, Web Based Instruction, Asynchronous Communication, Instructional Effectiveness, Student Attitudes, Student Surveys, Attitude Measures, Pretests Posttests, Questionnaires, Mathematics Instruction, Gender Differences, Middle School Students, Demonstrations (Educational), Learner Controlled Instruction, Mathematical Concepts, Mathematics Achievement, Age Differences, Coding |
| Geographic Terms: | Canada |
| ISSN: | 1499-6677 |
| Abstract: | Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning. Considerable research has been conducted in higher education on video podcast use, but not in middle schools (grades six to eight). This study investigated the use of worked example video podcasts in mathematics classrooms with students 11 to 13 years old. One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts. Students were positive about the quality of worked example video podcasts and appreciated the step-by-step, easy-to-follow explanations, diagrams, and being able to control the pace of learning. Learning performance increased significantly after using worked example video podcasts. There were no gender or grade level differences in attitudes toward worked example video podcasts or learning performance. (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2013 |
| Accession Number: | EJ999216 |
| Database: | ERIC |
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| Abstract: | Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning. Considerable research has been conducted in higher education on video podcast use, but not in middle schools (grades six to eight). This study investigated the use of worked example video podcasts in mathematics classrooms with students 11 to 13 years old. One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts. Students were positive about the quality of worked example video podcasts and appreciated the step-by-step, easy-to-follow explanations, diagrams, and being able to control the pace of learning. Learning performance increased significantly after using worked example video podcasts. There were no gender or grade level differences in attitudes toward worked example video podcasts or learning performance. (Contains 2 tables.) |
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| ISSN: | 1499-6677 |
