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Engaging Student Teachers in Academic Reading and Reflection Using Social Video-Sharing
Nilsen, Anders Grov · Engevik, Liv Inger · Almås, Aslaug Grov

Published13 June 2023
Type of workJournal Article
JournalNordic Journal of Digital Literacy
Volume 18, Issue 2, Pages 116-127
PublisherUniversitetsforlaget
CountryNorway, Europe

ABSTRACT
This article reports on how a social video-sharing platform can engage student teachers in academic reading and reflection. The concepts of social, cognitive, and teaching presences are utilized as a theoretical framework. Data from a survey (n = 37) and interviews (n = 8) from two different cases were analyzed to illuminate how video production and sharing can create meaningful reading experiences. The findings indicate that both pre-and in-service teachers emphasize the need for proper social organization to become comfortable with sharing videos and reflections. The students grew cognitively in academic discussions and collaborations in the prepared context. Teaching a course design based on a tight framework is acknowledged as disciplining in a good way. These findings provide knowledge about quality and is a reminder to teachers of the crucial elements of incorporating a digital platform into academic reading and reflection.

Keywords Teacher education · social media · video-sharing · academic reading

CoI focusFull model
MethodologyQualitative
PopulationUniversity
Study designInterview
Data analysisThematic analysis
InstrumentCoI survey translated
ContributionEmpirical
Sample size37
Study aim"This article contributes to how a social video-sharing platform can engage student teachers in academic reading and reflection. The research question guiding the study was as follows:
What characterizes social, cognitive, and teaching presences when teacher educators engage student teachers in academic reading and reflection using a social video-sharing platform?"
Finding"The findings were discussed to extract how we could use the platform to enhance student teachersʼ engagement and academic reading. We linked the enhancement to the amount of academic reading pertaining to in-depth reading, volume, time spent, and reading at an early stage.Looking at academic reading and reflection through the lenses of Garrisonʼs categories we have confirmed the complexity of teachers work when preparing for academic reading. However, our small-scale qualitative approach has also provided insight into how technology can be used in teacher education since utilization of ICT in higher education has resulted in little transformation or improvement so far."
Published atOslo
LanguageEnglish
ISSN0809-6724
RefereedYes
DOI10.18261/njdl.18.2.4
URLhttps://www.idunn.no/doi/10.18261/njdl.18.2.4
ExportBibTex · EndNote · Tagged XML · Google Scholar


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