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ABSTRACT
This practical, practice-based article sets out to define and describe vlogging based on the author’s experiences while teaching a blended learning course. Vlogging is a short duration video recording that engages the learner in critical self-reflection. It is a scaffolding strategy for moving students from a descriptive diary to situated experiences and into a more nuanced iterative reflexive, meaning-making self-identity. With smartphones, tablets, and computers readily accessible, students can easily use vlogging to capture the immediacy of their reflections that provides a time-lapse view nurturing a reflexive process. Further, instructors can use vlogging as a learning analytics tool to gather student feedback that provides insight into the learning process. Findings from an exploratory descriptive study offer insights into the challenges and benefits of using vlogging with blended learning.
Acknowledgments
A note of appreciation to Dr. Lisa Yamagata-Lynch for her review and insightful comments during the development of this manuscript.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Pamelia E. Brott
Dr. Pamelia E. Brott is an Associate Professor in the Department of Educational Psychology and Counselling. She has over 24 years of experience as a counsellor educator with 44 publications and 70 national and international conference presentations. Her most recent research is with vlogging as a reflexive practice in professional identity development.