Supervisors info:
Αλιβίζος (Λοΐζος) Σοφός, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστημίου Αιγαίου
Γεώργιος Κουτρομάνος, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Απόστολος Κώστας, Επίκουρος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστημίου Αιγαίου
Summary:
Many educators feel the need and at the same time are looking for ways to implement effective teaching practices, through e-learning environments, in the context of online education. Interactive video with embedded questions is an important tool of e-learning, and for that reason it is widely accepted by the entire educational community.
Numerous researches have demonstrated the importance of interactive videos with embedded questions for students, such as facilitating understanding, retaining knowledge, mobilizing motivation, etc.; Meanwhile the possibilities of their utilization are very wide in educational methods such as blended learning, the flipped classroom, self-regulated learning and many others.
The aim of this study was to investigate the qualitative characteristics of embedded questions, such as the type of questions, their teaching functions, the types of knowledge and the cognitive process dimension, in different interactive videos that concerned all the grades of Primary Education.
To carry out this research, we selected 45 interactive videos from the EdPuzzle, a web-based program designed to create interactive videos or videos lessons. In a sample of 352 embedded questions, using the Content Analysis method, we systematically recorded, described and interpreted the research data, answering all four research questions that were raised from the beginning.
From the results of the research, it emerged that the Multiple Choice questions, the teaching function of the Diagnosis, the Factual knowledge and the cognitive dimension of Remembering generally shape the instructional design of the interactive videos of the sample. In other words, it shows a tendency to apply practices derived from traditional teaching and to avoid other, more modern and innovative ones.
Nevertheless, there were also positive surprises which were even found in the small grades of the Primary School (Grade 1-2). In them, a more balanced application of instructional designing was observed, proving that complex cognitive goals, such as Metacognitive Knowledge and Evaluation, can be promoted, even in 1st grade students. With this in mind, we can dare more and aim higher for all Primary school students.
Keywords:
online education, distance learning, educational videos, interactive videos and physical sciences, embedded questions, EdPuzzle.
