Research on Visual and Media Literacy

Topic: Video as a Supportive Strategy in the Classroom

Tiffany Marsh

University of West Georgia

MEDT 7490: Visual and Media Literacy for Teaching and Learning

Dr. Adriana D’Alba

Article 1: The Use of Innovative Technologies for Teaching the Humanities

This study argues that the use of blended learning in a flipped classroom is beneficial for

secondary education. Instead of focusing on traditional learning when teaching a foreign

language, the authors propose a flipped classroom can be more effective. This study includes

results from a study conducted with students who are in secondary education.

Summary of the Review of Literature

The literature used in this research paper was chosen to help the authors understand the

difference in a flipped classroom versus blended learning. The review of literature supports the

effectiveness of a flipped classroom as well as blended learning. The authors reference studies

showing that these models are more effective than traditional learning. One study includes

surveys that confirm that students agree this is the preferred method of learning. Some studies

also include the disadvantages and challenges of this type of learning.

Analysis of Methodology

According to (Pak et al., 2024), this research was conducted in several stages. It includes

preparatory, implementation stage, and the stage of analysis of the obtained results. The study

used a quantitative approach by using two universities and there were eighty-one total voluntary

participants. It was completed at Shevchenko National University “Chernihiv Colehium” and

South Ukrainian National Pedagogical University named after K.D. Ushinksky (Pak et al., 2024).

The participants are studying a foreign language. There was a group of 40 who were in the

experimental group, and the other 41 were in the control group. The experimental group was a

part of a flipped classroom, while the control group was a part of a traditional classroom. During

implementation stage, educational videos were among some of the materials used for the flipped

classroom. Data was collected by using testing, which included multiple responses, correcting
errors, finding correspondences, filling in the blanks, and open-ended questions. 25 tasks were

used to conduct this research. There was also a questionnaire and survey conducted to identify

advantages of technology in the classroom (Pak et al., 2024).

Summary of Results

This study has confirmed the validity of a flipped classroom. The experimental group

performed higher than the control group. It has been concluded that by using a flipped

classroom, the students will become more active agents of the classroom. The students in the

experimental group showed higher results of the lexio-grammatical skills provided by the

programme of Foreign Language in Business Communication. This has confirmed the

effectiveness of a flipped classroom versus a traditional learning environment. This was only

able to be conducted for one semester, so for future research, researchers want to extend the

research project to a longer period.

Opinion

In my opinion, this research was well executed. The quantiative research approach was

most useful in knowing if the flipped classroom is an effective approach to teaching. This study

highlighted that video use in the classroom while in a blended learning environment can be

effective. This was done through multiple uses of the blended setting. I also believe that using

several types of questions and tasks proves that this method is useful.

What I Learned

This study proved that all learning environments can be challenging. While it was proven

that a flipped classroom can be effective, it has its disadvantages as well. While being able to use

videos and other methods in the classroom is effective, there are a lot of other factors at play.
Student participation is key in this role, and this study proved that this method of teaching may

keep students more active and interested in learning.

Article 2: Understanding Video as a Tool for Teacher Education: Investigating Instructional

Strategies to Promote Reflection

Authors: Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T.
 This study focuses on the use of video learning as a strategy to help pre-service teachers

learn how to use instructional strategies effectively. This study focuses on which instructional

strategies are best used with the use of video. This is done by emphasizing whether a situative or

cognitive learning principle is most effective. This study focuses on how useful videos are to

teach pre-service teachers different instructional strategies to use in the classroom.

Summary of the Review of Literature

The literature used for this paper was used to determine which instructional approach was

best to use with videos. The literature supports the professional knowledge and skills of the four-

component instructional design system (4C/ID model) and a situated learning approach. The

literature they use affirms that both approaches recognize working with authentic, real-world

scenarios through video (Blomberg et al., 2013). The authors used this literature to compare

situated learning to cognitive learning models, which refers to the cognitive load theory.

Analysis of Methodology

The authors used a quantitative method by investigating two learning environments

provided by a university in central Germany. This research was conducted with pre-service

teachers who are in their second year of their bachelor’s program. There were 28 total

participants that chose to take the course. There were two sections to the course and they both

used the same videotape examples. Videos were used to instruct the pre-service teachers. The

course was a three-month long course. The two sections of the course differed in that of situated

learning versus the 4C/ID model. Both sections of the course were taught by the same professor.

To gather a summary of their findings, data from learning journals were analyzed. According to

(Blomberg et al., 2013), learning journals have been proven to be a useful assessment tool. The

authors analyzed the journals by a quantitative content analysis. This included two steps;
segmentation and coding. The journals were segmented out by each sentence that was written by

the participants. Then, they had coders who coded each sentence. There were 2,137 segments

identified. Questionnaires were also completed during this process.

Summary of Results

The learning journals were used to compare data and analyze specific reflection patterns.

Both learning environments showed improvements with the pre-service teachers. The 4C/ID

model group showed that their reflections decreased over time. Overall, both groups showed

similar results. The cognitive approach of 4C/ID offered more guidance, and this resulted in

their journal entries being facilitated more like an expert approach over the situated learning

ones. In conclusion, the use of video was helpful for the pre-service teachers and allowed for

more interactive journals. Although, this research proves that using video alone would not be as

beneficial.

Opinion

In my opinion, this was a hard study to follow. It seemed difficult to follow journal entries. I like

how they coded the journals by segmenting out one sentence at a time. This was beneficial in

being able to analyze their data. I feel that this study will give valuable data to instructors of in-

service teachers. They have proof that using real videos for this course proves to be beneficial.

What I Learned

This study helped me to learn that multiple cognitive approaches are beneficial. In the findings,

one is not necessarily better over the other. From this study, I have learned that video can be a

useful and successful tool when teaching. I also learned that by taking a guided approach when

showing videos as an instructional tool it can be more effective.

Collaborative Learning Settings

Authors: Mohammed, I. A., & Bello, A.

This study carried out by Bello and Mohammed is being conducted to see how effective video

learning can be for mathematics students. They express the importance of mathematics

knowledge needed in all nations due to the rise in science, technology, and industrial
development. They feel that mathematics instruction is now more pivotal than ever. Using the

ADDIE model, the researchers developed a video package to determine if videos are effective in

a flipped classroom.

Summary of the Review of Literature

The literature reviewed during this study focused on the usefulness of collaborative learning,

flipped classrooms, and the role technology plays in learning. Research shows that collaborative

learning improves student retention. Students work in a sense of community, and this could be

coupled with showing video in the classroom. Studies also show the effectiveness of a flipped

classroom. Many studies have shown improved student retention in a flipped classroom

(Mohammed & Bello, 2024). The authors also provided literature about using video learning.

This literature highlights the use of multimedia (video) being used as a great verbal and non-

verbal information tool.

Analysis of Methodology

This study used quantitative research by using participants that consist of 6,435 senior secondary

school students in Gombe Metropolis in Nigeria. The students came from two different schools,

Matrix International Academy and Yahaya Ahmed Model School. These schools were

purposefully selected based on their information and communications technology facility

(Mohammed & Bello, 2024). The schools were randomly assigned into two experimental groups.

A mathematics achievement test (MAT) was used to obtain data. It consisted of 30 multiple

choice items. It was administered as a pre-test, post-test, and retention test.

Summary of Results

According to the data, video learning helped the students perform better in the post-test than in

the pre-test. The students who had video learning in flipped and flipped collaborative learning
improved significantly. This study shows that when students can learn at their own pace, their

performance is better. It was discovered that using video in the flipped classroom improved

students’ learning more than ordinary video without flipped classroom (Mohammed & Bello,

2024).

Opinion

I feel that the research did a phenomenal job in their findings on if video learning is effective. It

is clear by their overall performance scores, that video learning is impactful. By the authors

giving literature review of collaborative learning and a flipped classroom, it helped me better

understand the setting in which this research was conducted. I agree that a flipped classroom

would be more beneficial with the use of video learning. My only thought would be that I would

want further research with a non-flipped classroom to see the difference.

What I Learned

This article helped me realize the importance of a flipped classroom and collaborative

learning. By using video learning, it will improve student performance and their retention to the

material. After reading this study, I realized that in a collaborative learning environment where

students learn through group discussions and collaboration that video can be most beneficial in

this setting.

Reflection of Assignment

This assignment helped me gain more insight into different instructional strategies in the

classroom and ways they are most beneficial. By reading three different research articles, I have

learned that video can be a powerful teaching tool. The portion of this assignment that I found

most challenging was being able to find the research articles that aligned with my topic. The

three articles I chose all have to do with video in the classroom, but they are all in different
settings. This also helped me to see that it is beneficial in different settings. I have learned that

students do well in a collaborative learning environment. This study reinforced my belief in

using video as an effective teaching tool. This will also help me in my classroom in the future.

Resources

Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2013). Understanding video as

a tool for teacher education: investigating instructional strategies to promote reflection.

Instructional Science, 42(3), 443–463. https://doi.org/10.1007/s11251-013-9281-6

Mohammed, I. A., & Bello, A. (2024). Performance of mathematics students using video

learning in flipped and flipped collaborative learning settings. Pedagogical Research,

9(3), em0213. https://doi.org/10.29333/pr/14699

technologies for teaching the humanities. Revista Amazonia Investiga, 13(73), 177–186.

https://doi.org/10.34069/ai/2024.73.01.14