全程注释还是事后注释?在职教师在混合式学习中使用 ANNOTO 超级视频的体验

Liat Biberman-Shalev
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引用次数: 0

摘要

本研究旨在探讨职前教师(PSTs)在混合式学习(BL)背景下使用 ANNOTO 个人笔记功能的体验。本研究采用定性研究方法,分析了 45 名职前教师的反思、两个焦点小组的见解以及通过半结构式访谈收集的数据。目的是了解专业技术人员在其学习经历中如何使用 ANNOTO 个人笔记,以及他们如何看待该笔记在塑造其专业发展中的作用。研究结果表明,专业技术人员的体验主要是积极的,他们认为这与提高积极性和有意义的学习有关。此外,研究还发现了三种不同的批注方式--在观看过程中批注、在观看后批注以及两者结合--每种方式都与提高注意力、记忆提示和写作技巧的提高有关。此外,专业技术人员还阐述了与教师和学生代理有关的专业见解,其中包括将视频作为教学工具、主动学习、自主学习、支架、批判性思维以及与学生需求相一致的时间考虑等主题。其主要意义在于,有必要就超视频的整合及其可能支持的教学方法与专业技术人员进行讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Annotating Throughout or Annotating Afterward: Preservice Teachers’ Experiences with the ANNOTO Hyper-Video in Blended Learning
This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during their learning experiences and how they perceived its role in shaping their professional development. The findings underscore a predominantly positive experience among PSTs, with their perceptions linked to heightened motivation and meaningful learning. Additionally, the study identified three distinct annotating styles—annotating throughout watching, annotating after watching, and a combination of both—each associated with enhanced concentration, memory prompting, and improved writing skills. Furthermore, PSTs articulated professional insights related to teacher and student agency, encompassing themes such as the use of video as a teaching tool, active learning, self-directed learning, scaffolding, critical thinking, and temporal considerations aligned with students’ needs. The principal implications center on the necessity of engaging in discussions with PSTs regarding the integration of hyper-video and the pedagogical approaches it may endorse.
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