The Impact of Modeling and Staggered Participation in Video-Annotated Preservice Teacher Discussions

• In Event: Exploring Online Discussions

Abstract

Collaborative video annotations (CVA) allows multiple users to place texts (annotations) on top of video to create discussions (Author, 2010). 141 pre-service teachers participated in a CVA discussion where they annotated a video of a teacher teaching. Discussion groups of 6-12 learners were in one of 3 CVA platform conditions: (1, n=48) a where models of expert discourse was pre-planted into the video timeline, (2, n=49) where the task required participation in two stages rather than one, and (3, n=44) the same video-task but without staggered participation or discourse models. Analysis revealed modeled discussions elicited more than twice as many analytical statements and more than four times as many modesty claims than the unscafolded condition.

Author

• Craig D. Howard, Indiana University - Bloomington