Video-based collaborative learning: a pedagogical model and instructional design tool emerging from an international multiple case study

ABSTRACT

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research.

KEYWORDS:

• Video pedagogy
• collaborative learning
• educational technology
• instructional design

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/02619768.2022.2086859.

Additional information

Funding

This study was conducted in the context of the European project Video-Supported Knowledge Alliance (ViSuAL) [project number: 588374-EPP-1-2017-1-NL-EPPKA2-KA], funded by the European Union (EU) under the Erasmus+ Key Action 2 - Knowledge Alliances. This document does not represent the opinion of the EU, and the EU is not responsible for any use that might be made of its conte.

Notes on contributors

Alberto A. P. Cattaneo

Alberto A. P. Cattaneo is professor and head of the research field “Educational Technologies in VET Programmes” at the Swiss Federal University for Vocational Education and Training (SFUVET), Switzerland. His actual main research fields concern the integration of ICT in teaching and learning processes, reflective learning in VET, instructional design, multimedia learning –especially when it comes to using hypervideos and immersive technologies–, teacher education and their professional competence development, in particular related to digital competence.

Frank De Jong

Frank de Jong is professor of ‘responsive learning and knowledge building’ at the Open university, Heerlen, in the Netherlands. He is also professor ‘knowledge creation and ecologically intelligent thinking’ at Aeres University of Apllied Sciences, Wageningen, teacher education. His background is in Educational and Experimental Psychology and his research interests cover knowledge emerging in and from action; idea-centred learning (knowledge building); (self-regulated) learning, computer supported collaborative learning, vocational education, workplace learning.

José L. Ramos

José Luís Ramos, PhD in Educational Sciences, specialization in Educational Technology, is Associate Professor at the University of Évora and member of the CIEP, Research Center in Education and Psychology. He is Director of the Master Course in Computer Education. His main research interest include teacher training in ICT, software development and digital educational resources, introduction of computational thinking, robotics and programming in basic and secondary education, and video technologies to support collaborative learning and knowledge building.

Sirpa Laitinen-Väänänen

Sirpa Laitinen-Väänänen works as a Principal Researcher at JAMK University of Applied Sciences. Her research interest focuses on practice-oriented research on learning and professional development in professional teacher and higher education. Currently, she is responsible of the research program ‘Work-related learning and education in vocational secondary and in professional higher education’ under which she studies teacher trainers' emotional and interactional skills in online teaching and learning ecosystems.

Margus Pedaste

Margus Pedaste is a Full Professor of Educational Technology at the Institute of Education of the Faculty of Social Sciences of the University of Tartu where he is leading the Centre for Educational Technology. He is also head of Pedagogicum, a consortium of all faculties for coordinating teacher education at the University of Tartu. His teaching and research focus is on improving learners’ digital literacy, inquiry-skills and problem solving, as well as on educational technology in supporting teaching and learning. He has led or participated as a principal investigator in several international research and development projects to support students’ learning and teachers’ professional development or teacher-education reform in Estonia.

Äli Leijen

Äli Leijen is a Professor of Teacher Education at the Institute of Education of the University of Tartu’s Faculty of Social Sciences. She is the head of the Institute of Education and the coordinator of the doctoral education programme in Educational Sciences. Her main research themes are: teacher education, teacher agency, teacher identity, teacher knowledge, teacher reflection, supporting students’ metacognitive processes in different contexts; and ICT as means for supporting pedagogy and implementing innovations. She has been analysing TALIS 2018 data for preparing national report for Estonia and the lead expert in Estonia in the OECD pilot study on teacher general pedagogical knowledge: Innovative Teaching for Effective Learning (ITEL).

Alessia Evi-Colombo

Alessia Evi-Colombo, MSc is a PhD candidate in the learning technologies research group at the Swiss Federal University for Vocational Education and Training. Her research is focused on the study of vocational learning and teaching using digital videos and hypervideos.

Ricardo Monginho

Ricardo R. Monginho is a PhD student on Science Education at University of Évora, has a Master Degree in Science Education, specialization in Adult Education and a Degree in Science Education. He has been working as a research fellow at the research Center for Education and Psychology in University of Évora since 2012.

Marije Bent

Marije Bent did a Master of Special Educational needs at the Applied University of Utrecht, a MA Education at Greenwich University London and MSc Management Science and Change management at the Open University, Heerlen in the Netherlands. She is momentarily lecturer and teacher trainer in educational science and multimedia design at Aeres University of Applied Sciences Wageningen. She has a background as a teacher in vocational education and arts and is interested in creativity, learning and vocational education.

Erick Velasquez-Godinez

Erick Velazquez-Godinez got his PhD at École de Technologie Supériere (ETS), Montreal, Canada and is a researcher in Natural Language Processing (NLP) at myTomorrows in Amsterdam, the Netherlands. His background is in NLP and data mining and his interests are coverage of information, event representation, corpus linguistics analysis, symbolic approaches, medical data, and knowledge graphs.

Rik Van Steenbergen

Rik Van Steenbergen is a licensed teacher with a Masters degree in Educational Science and Technology. He worked at the Aeres University of Applied sciences in Wageningen from 2018 untill January 2021 in the ViSuAL project. Currently he works as an educationalist team coach at the Van Hall Larenstein University of Applied Sciences in the Netherlands and as a freelance educational designer. His interest is in making education more accessible through open knowledge sharing, science and technology.