Meaning-Making in an Interactive Video Annotation Environment

• In Event: Online Teaching and Learning SIG Paper Session 5

Abstract

As media convergence allows for increased interactivity and affordances for learning in asynchronous environments, the role of the learner in shaping these dynamic spaces is often absent in the research literature. In this study, we investigated the dynamic nature of student interaction by analyzing student groups in three related instructional contexts as they annotated a video using the Collaborative Video Annotation method. We discuss how meaning is made in these environments, including differences that emerged in control, modeled discourse, and staggered participation conditions. This study indicates that designing with attention to meaning making brings with it new challenges, which we must understand if we are to design dynamic online experiences that encourage learners to use interactive tools in collaborative ways.

Authors

• Craig D. Howard, The University of Tennessee - Knoxville

• Colin M. Gray, Purdue University