Friday, 12 July 2013

Proposed research topic

Proposed question…
How does the use of online instructional video change the in-class learning activities in a primary school classroom?

This is a first draft question and is likely to evolve as my knowledge grows and my thinking evolves.

The research topic is based around the use of mathematical instructional videos and how they impact what happens in the classroom.

I am interesting in this area as a means to improve my own teaching and to share improved strategies with colleagues who also teach multilevel classes.  I believe that if used effectively it may improve learning opportunities, as the students will have less wait time to receive instructions and will be able to re-visit them as needed.  I suspect though that either finding suitable resources or creative suitable resources may be time consuming and hard to sustain.  I know many of the tutorials that are already online are American based, and most of the ones I have looked at are aimed at more complex math skills than my students are learning.

Major questions include – does the use of instructional videos in math actually improve student achievement?  To me, this is the essential question.  If there is no benefit to the students – why change from current practice?  There is sure to be some questions/debate around the need for teachers if a video can do the job, but for me- the teacher needs to guide the student to the right ‘next step’ and expand on the introduction the video provided.  I think it will be important to consider the students’ viewpoint.  They are the key stakeholder in education, and if their feedback on the use of video instruction is as important as their achievement levels.

I feel this is a key issue in rural schools around the world.  Teaching in multilevel classes is always a challenge as there are so many learning needs to cater to.  This could be an effective way to modify pedagogy and teaching strategies within a multilevel classroom to enhance the learning taking place.

This is both an historic issue as well as current/future based.  The idea to use educational / instructional video has been around since the popularisation of television.   However it has not had the predicted impact on education, likely because the pedagogy hasn’t changed to support effective use.

Possible question development….

How does the effective use of online instructional video change the pedagogical strategies used in a primary school classroom?


  1. Hi Megan,

    This is coming along. I suggest that you think about refining the question further to focus on the adoption challenges facing the learners, teachers and school with the implementation of online instructional video. In EDEM630 we are more interested in the adoption / diffusion questions than the changes in learning. (Not that improving learning isn't important -- just that our focus in EDEM is the adoption of new technologies on the ecosystem.) Hope that helps as you refine your question.

    1. Thanks Wayne,
      I think as I evolve my question/thinking it will move in that direction. As I consider what will be good for me in my class, that will spread to how I can move that change, through the school, and beyond. This year we are also reviewing our curriculum so that could be a consideration in this process as well - how the expectation of using instructional video is incorporated at policy level??

  2. Hi Megan,
    It is interesting that we are both multi level Teachers in rural schools and have come up with very similar research topics. I am looking forward to comparing our research and seeing where we both end up. Looking forward to working with you over the semester.
    Arnika Brown

    1. Hi Arnika - What year levels do you teach? I think I read it somewhere in your introduction, but I can't remember. Having a year 3 - 6 class is a great challenge, but I really love multilevel teaching and think it really challenges the kids to do their best. They also learn so much about supporting each other and being graceful in their successes and failures.