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Education Sciences
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Interrogating the Use of Online Video Lecturing in Secondary and...
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Interrogating the Use of Online Video Lecturing in Secondary and Tertiary Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (1 March 2023) | Viewed by 4928

Special Issue Editor

Prof. Dr. David Geelan

E-Mail Website
Guest Editor
School of Education, The University of Notre Dame Australia, Fremantle, WA 6160, Australia
Interests: physics education; educational technology; interactive simulations; explanation in science education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Delivery of 'content' knowledge instruction in secondary school and university education contexts is increasingly moving from teaching or lecturing to students in classrooms or lecture theatres to delivering the same content through online video. Clearly, this is a different pedagogical mode, and simply video recording a lecture is not best practice for enhancing students' content knowledge and understanding. This Special Issue of 'Education Sciences' is devoted to research studies that have, in various ways, addressed the question "What are the best pedagogical approaches for creating video lecture material to enhance learning?" Are there identifiable features of video content delivery lecturing/teaching that demonstrably lead to enhanced student understanding? Are these different at different levels of education (e.g. for adolescent and adult students) or for different subject areas (e.g. arts, humanities, sciences)? Are different video media (e.g. voice-over-slideshow, lecturer, voice-over-screen capture) or particular combinations of media more effective for learning? This Special Issue seeks to gather research evidence to address these and other questions about the use of online video for content knowledge delivery in education.

Dr. David Geelan
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • online video
  • pedagogy
  • tertiary
  • secondary
  • high school
  • content knowledge learning

Published Papers (1 paper)

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Research

30 pages, 2810 KiB  
Article
Using Web Video Conferencing to Conduct a Program as a Proposed Model toward Teacher Leadership and Academic Vitality in the Philippines
by Janette Biares Torrato, Socorro Echevarria Aguja and Maricar Sison Prudente
Educ. Sci. 2021, 11(11), 658; https://doi.org/10.3390/educsci11110658 - 20 Oct 2021
Cited by 5 | Viewed by 4323
Abstract
The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study [...] Read more.
The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study aimed to evaluate the use of web video conferencing and the development of a faculty development program on sustaining teacher leadership and academic vitality through research. The training was held for nine weeks, and 33 faculty members of the institution participated. Quantitative data include survey questionnaires on perceptions on action research, perceptions on technology integration, training proficiency, and pedagogical practices. Qualitative data include analysis of video recordings, reflection journals, observation notes, and actual research outputs. It utilized descriptive developmental action research using a convergent mixed-method approach, and thematic analysis. Findings show that the use of WVC as a mode of delivery proved successful in creating an effective educational experience for all the participants as evidenced by their enhanced teacher leadership skills and academic vitality. These skills were demonstrated through their willingness to promote professional inquiry as shown by their actual research outputs and demonstration of high proficiency in the adoption of technology integration. Full article
(This article belongs to the Special Issue Interrogating the Use of Online Video Lecturing in Secondary and Tertiary Education)
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