Annotation of “Using Digital Video Assignments as a Tool for Active Learning” (2008)
Dumova (2008) situates digital video and active learning within a Vygotskian construct of learning to indicate that digital video, when paired with other traditional teaching methods, can help students, particularly in higher education, to better understand the material and make connections between the material and their environment.
Her work begins by defining key concepts like digital video and active learning. She identifies digital video as “the application of information and communication technology that enables capturing, editing, storing, displaying, and distributing video images in a digital format” (p.63). And active learning is defined as an instructional strategy characterized by “a high degree of student involvement in the learning process and active engagement with the material” (p.63). Her early literature review of this topic begins with the pedagogical benefits of student-generated video in secondary school as a means to provide “authentic learning” and “engagement.” The author cited Fee and Fee (2003) who then situate digital video in a higher education framework. The literature review also goes over some setbacks to using digital video, like technical problems, but overall, research demonstrates that this technique has more advantages than not.
Dumova’s actual study takes place in a face to face classroom. She set out to determine if digital video production and editing assignments can aid in the learning process in a college classroom and to determine if these assignments had a positive impact on motivation and engagement?
Her findings overview the limitations of her research. While there was some positive reflection from both instructor and student on teamwork interaction and student meaning-making, additional research is needed.
Because of the datedness of this material in terms of the subject matter, this would be a good work to use in a literature review when establishing a retrospective of research in digital assignments.
- Baepler, P., & Reynolds, T. (2014). The Digital Manifesto: Engaging Student Writers with Digital Video Assignments. Computers & Composition, 34, 122–136. https://doi-org.cmich.idm.oclc.org/10.1016/j.compcom.2014.10.00
- Dumova, T. (2008). Using Digital Video Assignments as a Tool for Active Learning. International Journal of Learning, 14(12), 63–71. https://doi-org.cmich.idm.oclc.org/10.18848/1447-9494/CGP/v14i12/45548
- Koehler, A. (2013). Digitizing Craft: Creative Writing Studies and New Media: A Proposal. College English, 75(4), 379-397. Retrieved April 29, 2021, from http://www.jstor.org/stable/24238180
- Lohmann M. J. Boothe K. A. Hathcote A. R. Turpin A. (2018). Engaging graduate students in the online learning environment: A universal design for learning (UDL) approach to teacher preparation.Networks: An Online Journal for Teacher Research, 20(2), 2–23. doi:10.4148/2470-6353.1264
- Sherer, P., & Shea, T. (2011). Using Online Video to Support Student Learning and Engagement. College Teaching, 59(2), 56-59. Retrieved April 29, 2021, from http://www.jstor.org/stable/41305109