Author :
Year-Number: 2022-Volume 14, Issue 1
Yayımlanma Tarihi: 2022-01-23 17:14:16.0
Language : English
Konu : Turkish Education
Abstract
Keywords
Abstract
The research aims to indicate the relationship of educational video production with educational video consumption and academic performance and find out the pre-service literacy teachers’ views about the process. It has a convergent parallel mixed-methods design. An eight-week two-stage experimental process took place with the participation of 53 pre-service literacy teachers. In the first stage of the process, the pre-service literacy teachers produced argumentative monologues, and next, in the second stage, they created short videos composed of argumentative monologues. The data collection tools are the Video Evaluation Form, Taxonomic Test to Measure Success, Scale of Adults’ Levels of Acceptance and Usage of Video-Sharing Websites for Educational Purposes, and the survey. According to the results of this research, the process of learning by producing short videos enhanced academic success and supported in-depth learning. The success in topics on which the videos were produced was measurably higher than the success in topics on which the videos were not produced, and this difference was statistically significant. Even if the pre-service literacy teacher were challenged at certain points during the process of learning by producing videos, they thought that the video production prepared them for the professional future with diverse perspectives. On the other hand, only half of the participants had a positive viewpoint about the process. The negative viewpoint reduced the quality of videos that were produced; however, the academic success was not affected by this situation. There is no relationship between the pre-service literacy teachers’ educational video consumption and production behaviors.
Keywords
- Upon the review of the relevant literature, it is discerned that, in teacher education, a limited number of studies were devoted to student-made videos, a form of video-based learning. On the other hand, there are studies indicating that teachers or pre-service teachers have deeper thinking and learning processes when they watch videos created by themselves. For instance, Kleinknecht and Schneider (2013) showed that analyzing class instruction videos created by teachers themselves required them to make more preliminary arrangements than analyzing other teachers’ videos. A study that was in support of the results of the aforementioned study and was conducted to compare the place of an individual’s video and a peer’s video in teacher training demonstrated that pre-service teachers perceived their own videos as more useful by rating them as 4.6 out of 5 points on average (Zhang et al., 2011). When teachers watch their own class instruction videos, they can think deeply and analytically about the instruction and learning process through constructive discussions (Borko et al., 2008). In this context, this study focused on videos produced by pre-service teachers for educational purposes.
- Previous research has shown that the length of videos affects the individuals educational video watching preferences. A duration of 1-5 minutes is viewed as the ideal length of an educational video and preferred more by internet users (Harrison, 2020). In comparison to long and one-piece educational videos, modular educational videos that are short and divided into meaningful smaller parts reduce the cognitive load of learners and increase their participation in learning processes (Altınpulluk et al., 2020). Likewise, in different studies that have analyzed educational videos in teacher education, it has been discerned those preservice teachers are asked to watch videos lasting less than four minutes (Beilstein et al., 2017; Blomberg et al., 2011; Wiens et al., 2013). Departing from this point, it may be asserted that short videos are preferred more in video consumption. In the study by Campbell et al. (2020), pre-service teachers were asked to design 1-minute videos, and they perceived the short video production process as new and handy. Compactness has begun to come to the fore as a crucial feature in educational video consumption and production for new-generation pre-service teachers. In this regard, this study examined the production of educational videos, lasting less than five minutes, by pre-service teachers.
- YouTube is one of the most widely used platforms in terms of accessing educational videos (Giannakos, 2013). When people aged 20-40 years in Turkey need to watch a video on the internet, they prioritize using YouTube and tend to follow popular users (Arklan & Kartal, 2018). Being a YouTuber refers to uploading videos to YouTube regularly and earning money this way (İlhan & Görgülü-Aydoğdu, 2018). It is one of the modern professions for generation Y and generation Z. Students were determined to think that YouTube videos made the class more entertaining for them, enabled them to understand the topic better and increased their success levels when they studied individually (Alp & Kaleci, 2018). In fact, YouTube videos have contributions even to the learning of psychomotor skills such as playing a musical instrument (Güzel et al., 2020). Moreover, it is observed that not only students but also teachers used YouTube for purposes of learning and teaching. Teachers thought that YouTube videos enhanced their performance in learning processes (Kılıç & Yılmaz, 2021). Unlike Kucan et al. (2009), who studied video-watching tasks to evaluate teachers’ understanding of text-based discussion, this study involved experimental research in which pre-service teachers learned by producing videos.
- The relevant literature indicates that students and teachers are in a position of consumers rather than producers of video content in educational settings. In the classroom, teachers mostly use videos obtained from sources open to the public such as YouTube, instead of creating original video content for educational purposes. Students, who are also in a position of consumers just like their teachers, use YouTube regularly to find and select educational videos (Fyfield et al., 2020). Furthermore, in their private lives, almost every young person is being turned into a video content producer with social media. The source of motivation for this study was the question, “If skills in video content production that have become a daily routine for young people were transferred to the teacher education setting for educational purposes, what effect would it have?” According to the review of the relevant literature, there is a significant gap in research comparing pre-service teachers’ educational video content production and consumption. This study presents the relationship between pre-service literacy teachers’ production and consumption of educational videos.
- Method This study had a convergent parallel mixed-method design. In this design, quantitative and qualitative data do not serve as sources for each other, both the quantitative and qualitative data are collected concurrently, and to what extent the quantitative and qualitative data are compatible with each other is analyzed (Creswell, 2014). During the implementation of this study, the quantitative and qualitative data were collected concurrently. Ethical approval was obtained for the research protocol from the host university (Trakya University Social and Human Sciences Research Ethics Committee / Date: 07.07.2021 / No: 2021.06.19). The research questions were as follows: 1) Does the production of short videos composed of argumentative monologues affect the academic success levels of preservice teachers? 2) What sort of relationship does the performance of pre-service literacy teachers in producing short videos composed of argumentative monologues have with their level of acceptance and usage of video-sharing websites for educational purposes? 3) Do the viewpoints of pre-service literacy teachers in favor of the process of learning by producing short videos for educational purposes affect their video performance scores and academic success levels? 4) What are the views of pre-service literacy teachers about the process of producing short videos composed of argumentative monologues? Sample The study was carried out in a public university in Turkey in the Spring semester of 2021. The sample comprised 53 pre-service literacy teachers, including 17 male and 36 female pre-service teachers. The participants were selected with the convenience sampling method (Baltacı, 2018). The topic was researched in a single class. Data Collection Process The research process was based on a two-stage experimental design. During eight weeks, the process continued in the virtual classroom setting for three school hours per week. The topics covered in the first four weeks were discussed by the participants as monologues at the end of the course. In the four subsequent weeks, the participants produced short videos, which were composed of argumentative monologues, for the topics that were taught. The purpose of dividing the weeks into two stages was to see the effect of educational video production on the quality of instruction and the depth of learning. At the end of the process, a taxonomic test measuring success and covering the topics in the first four weeks and the last four weeks was applied among the participants. In the process of producing videos, the participants made use of procedures such as montage making and getting visual support for the videos. They were asked to ensure that the speaker would appear as the main character on the screen in the videos, and elements added with video montages would be used as support elements without getting ahead of the speaker’s image or voice. Besides, the duration of the videos they were instructed to make was limited to 1-5 minutes. In line with the study by Elçiçek (2019) about the design of a video-supported online learning setting, the participants were advised to prefer using a fluent narration in the videos instead of a slow and boring one. Later, the student-made videos were watched in the virtual classroom. The participants’ video performances were rated by four external academician observers using a quantitatively graded evaluation form. To identify the participants’ educational video consumption levels, the Scale of Adults’ Levels of Acceptance and Usage of Video-Sharing Websites for Educational Purposes was applied to the participants by using an online platform before starting the process. Additionally, in the middle and at the end of the process, the participants filled in an online survey designed to reflect their views about the process. Data Collection Tools The data were collected with a taxonomic test to measure success, the Scale of Adults’ Levels of Acceptance and Usage of Video-Sharing Websites for Educational Purposes (Kılıç & Yılmaz, 2021), a quantitatively graded evaluation form for student-made videos, and an online survey. Taxonomic test to measure success. A test to measure success was prepared about the topics covered for eight weeks. The test contained questions that were illustrative of all levels of Bloom’s taxonomy excluding the ‘create’ level. The ‘create’ level could not be included in the test as it pertained to long-term production skills. Nevertheless, students’ production of argumentative monologues or creation of videos of argumentative monologues is, after all, a skill in terms of the ‘create’ level. To assure that the test was wellsuited to the taxonomy, opinions were received from two measurement and evaluation experts. Likewise, to ensure that the test had content validity, expert opinions were received from two academicians. Moreover, two researchers in the area of language education analyzed the test in terms of language and wording. In light of the recommendations obtained from the experts in each area, a draft test comprising 35 questions was prepared. To check the reliability, comprehensibility, applicability and duration of the test, a pilot study was performed with 20 pre-service literacy teachers who were not in the sample but had taken this course before. Following the pilot study, 13 questions with item discrimination values below 0.30 and item difficulty values above 0.80 were removed from the test. Table 1 below displays the item difficulty index and item discrimination index values for the remaining 22 questions in the test. Table 1. The item difficulty and item discrimination values for the questions of taxonomic test to measure success Taxonomy levels Question is for… Item no Item difficulty Item discrimination
- The Scale of Adults’ Levels of Acceptance and Usage of Video-Sharing Websites for Educational Purposes (AAUS) (Kılıç & Yılmaz, 2021). To identify the participants’ levels of acceptance and usage of videosharing websites, the scale developed by Kılıç and Yılmaz (2021) was used in this study. Before the study, permission to use the scale was received from its developers by e-mail. Designed as a five-point Likert-type scale, this measurement tool has five factors and 37 items. The developers of the scale calculated the Cronbach’s Alpha internal consistency coefficient for the factors of performance expectation, behavioral intention, social impact, effort expectation, and trust successively as 0.973, 0.962, 0.939, 0.907, and 0.869. In the present study, these Cronbach’s Alpha coefficients were found respectively as 0.931, 0.949, 0.852, 0.902, and 0.848 for the factors of the scale listed in the order given above.
- Online survey. The survey contained open-ended questions. The questions had the flexibility to enable the participants to express their perceptions in their own words (Merriam & Tisdell, 2016). By using the answers to the survey questions, the participants’ views about the process were reflected in the results. Data Analysis
- 0.32* n= 53, p>0.05* Table 3 shows that there were deviations from normal distribution in the factors of effort expectation and behavioral intention of AAUS. Similarly, the skewness values for the factors of effort expectation and behavioral intention were consecutively 0.312 and 0.327. In the social sciences, data are considered to have normal distribution if the skewness value is between -1 and +1 (Hair et al., 2013). The participants’ studentmade video performance scores and taxonomic test scores were normally distributed. In this regard, parametric tests were utilized in the analyses. Paired-samples t-test, correlation analysis and descriptive statistics were used for the first research question. Next, correlation analysis was utilized for the second research question, and independent-samples t-test was employed for the third research question. Qualitative analysis. The qualitative data obtained from the online survey were examined thematically by using the content analysis method (Patton, 2002). In qualitative research, reliability generally refers to the agreement between multiple coders in datasets (Creswell, 2014). In this context, in the process of qualitative analysis, support was received from co-coders who are experts in the area. The Cohen’s kappa coefficient was utilized to identify the level of agreement between the co-coders in the analysis (Cohen, 1960). Table 4 displays the agreement test results. Table 4. Agreement between the co-coders in the qualitative data analysis Cohen’s kappa coefficient 0.845 Sample size 22 Number of co-coders 2 p 0.02* The Cohen’s kappa coefficient indicating inter-observer reliability was found as 0.845, which showed that there was a high-level agreement between the co-coders. Findings The findings are presented in this section in the same order as the research questions. Effect of Student-Made Educational Video Performance on Academic Success Paired-samples t-test was utilized to test whether there was a significant difference between the Success levels of the participants in the topics handled in the first four weeks and those handled in the last four weeks. Table 5 shows the analysis results. Table 5. Results of the paired-samples t-test conducted on the scores of the success test in the topics of the first four weeks and the last four weeks n x̄ Sd df t p Taxonomic test - topics of the first four weeks 53 6.09 1.34 52
- Half of the participants in this study had negative viewpoints about the activities that they performed in the video production process, whereas the other half held positive viewpoints about the process. This result had a similarity, to a certain extent, to the finding of the study by Orus et al. (2016) in which the participants were satisfied with the activities they performed in the video production process. Besides, the participants’ negative viewpoints were reflected in the quality of videos that they produced. The participants with a positive viewpoint had significantly higher video production performance scores than those with a negative viewpoint. On the other hand, the negative viewpoints of the participants had no statistically significant relationship to their academic success scores. Regardless of the nature of the viewpoints held by the participants, the video production process contributed to their learning. This situation demonstrated that even if learning by producing videos enhanced the learning process, it did not always guarantee that the learners would perceive this process as a pleasing experience since it was a long and arduous process (Thomas & Marks, 2014).
- In the video production process, the participants were challenged at certain points. The challenges of speaking impeccably and being obliged to make video recordings repeatedly were in common with those identified in the study by Fidan and Debbağ (2018). Not knowing how to use montage-making programs in the process of video editing was another challenge faced by the participants of this study. Even if this seemed like a negative situation, it turned to be an opportunity for the participants to interact with their peers and have a taste of peer learning. Outside the class hours, the participants collaborated with each other to learn how to use video editing programs, and they supported the learning processes of each other by sharing their experiences with their peers. Here, what the participants gained in learning was not the achievements supposed to be attained from the course but digital literacy skills. Today, there are different contexts of literacy such as digital literacy, information literacy, e-literacy (Watulak, 2016), media literacy (Hobbs & Jensen, 2009), and academic literacy (Nizonkiza & Van-Dyk, 2015). Considering that literacy skills are addressed mostly in the instruction of reading and writing, it was important that the participants of this study gained skills in another dimension of literacy. Based on the findings of the present study, educators may consider that in the context of teacher education, student-made videos improved peer interactions and digital literacy skills.
- When learners make an educational video choice, they prioritize videos that are composed of short and meaningful parts (Altınpulluk et al., 2020; Harrison, 2020). Nevertheless, creating a short and effective video was the most challenging endeavor for the participants in the video production process. Considering the nature of the profession of teaching and the time limit of student attention (Bıyıklı et al., 2020), the tasks of producing videos with time limits helped the participants gain skills in speaking briefly and effectively, as indicated by the results of this study.
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- Marks (2014), the videos created by the participants in this study provided them with the chance to be creative
- This study has limited generalizability as it was performed with the participation of pre-service literacy teachers only. Producing videos containing argumentative monologues in compliance with the branch of science in which the pre-service literacy teachers were specialized was a strength of the participants of this study. However, the lack of digital skills in using montage-making and editing programs as such skills are not covered by the curriculum of this branch of science was a weakness of the participants. If studies are carried out in a different branch of science, the results may turn out to be different. As a matter of fact, in a study that explored the contribution of video use in teacher education to professional vision, it was ascertained that preservice teachers from different branches of science had different levels of professional vision (Blomberg et al., 2011). This is also likely for this study. Nonetheless, this study will be helpful in broadening the scope of our knowledge about the effectiveness of learning by producing videos in the education of pre-service literacy teachers. Future studies on the topic can be performed in a manner to compare pre-service teachers from different branches of science. Conclusion
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