Video Annotation Software Application for Thorough Collaborative Assessment of and Feedback on Microteaching Lessons in Geography Education

Autor/inn/en	van der Westhuizen, Christo P.; Golightly, Aubrey
Titel	Video Annotation Software Application for Thorough Collaborative Assessment of and Feedback on Microteaching Lessons in Geography Education
Quelle	In: Journal of Geography in Higher Education, 39 (2015) 3, S.420-436 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2015.1053802
Schlagwörter	Foreign Countries; Microteaching; Geography; Geography Instruction; Video Technology; Computer Software; Student Teachers; Integrated Activities; Blended Learning; Feedback (Response); Qualitative Research; Statistical Analysis; Technology Uses in Education; Student Attitudes; Positive Attitudes; Teacher Education; Web 2.0 Technologies; Questionnaires; Semi Structured Interviews; Internet; South Africa + Suchen Sie Ihr Suchwort? Ausland; Geografie; Geography education; Geography lessons; Geografieunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Integrierender Unterricht; Qualitative Forschung; Statistische Analyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based video application with timeline-based text annotations, and it was imported into and managed in the university's LMS called eFundi. The web videos of the geography students' micro-lessons on VideoANT were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment and to receive feedback on their own lessons. Qualitative as well as quantitative data were collected, and the results indicate that geography student teachers held positive views of these technology applications for geography microteaching in particular and for their teaching training in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01