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1.
This presentation compares how lectures are being performed in different technological contexts: that of the studio, for taping of videotapes, or in front of a camera for the purpose of videoconferencing, or, for a live presentation. The different contexts will be described according to the communication theory of the German sociologist Niklas Luhmann, and contrasted with findings from contemporary research on lecturing and teacher–student interaction. The comparison between the videotaped lecture and the live lecture reveals important differences as to style of communication. The taped lectures are more stringent and content-oriented, while the live-lectures are time-consuming and more focused on establishing dialogues with students. Videoconference-lecturing contains features that place it between the live- and videotaped lecture. This paper concludes that videoconferencing is problematic with serious problems to handle for students and teachers alike. 相似文献
2.
The purpose of this study was to investigate the effects of retroactive and focused self-monitoring, actualized by videotaping, on children's theater performance. In Experiment 1, 20 students in a theater performance program were randomly assigned to either a control or a self-monitoring condition, and their weekly rehearsals were videotaped. Only students in the self-monitoring condition viewed their videotaped rehearsals. The authors found that retroactive self-monitoring enhanced theater performance. In Experiment 2, 36 children preparing for a Christmas play were randomly assigned to either a focused or to a general self-monitoring condition. They viewed their videotaped rehearsals; the focused self-monitoring group received a list of important aspects of the performance to watch. The focused self-monitoring enhanced the children's performance in the play. 相似文献
3.
Tom Buggey 《Early education and development》1995,6(1):39-51
Videotaped self-modeling refers to a procedure by which children are allowed to view themselves functioning at a slightly higher level than their normal ability through the creative use of videotaping and editing procedures. This form of modeling and observation of positive behaviors is seen as a logical extension of other forms of modeling currently practiced in instructional situations (i.e., adult and peer modeling) and of research into attributes of optimal models. A review of research on the efficacy of videotaped self-modeling across an array of behaviors and ages is presented as well as suggestions for classroom and clinic implementation. 相似文献
4.
《Early education and development》2013,24(1):39-51
Videotaped self-modeling refers to a procedure by which children are allowed to view themselves functioning at a slightly higher level than their normal ability through the creative use of videotaping and editing procedures. This form of modeling and observation of positive behaviors is seen as a logical extension of other forms of modeling currently practiced in instructional situations (i.e., adult and peer modeling) and of research into attributes of optimal models. A review of research on the efficacy of videotaped self-modeling across an array of behaviors and ages is presented as well as suggestions for classroom and clinic implementation. 相似文献
5.
The role of maternal affect mirroring on the development of prosocial behaviors and social expectancies was assessed in forty-one 2- to 3-month-old infants. Prosocial behavior was characterized as infants' positive behavior and increased attention toward their mothers. Social expectancies were defined as infants' expectancy for affective sharing. Mothers and infants were observed twice, approximately 1 week apart. During Visit 1, mothers and infants were videotaped while interacting over television monitors for 3 min. During Visit 2, infants engaged in a live, 3-min interaction with their mothers over television monitors (live condition) and they also viewed a replay of their mothers' interaction from the preceding week (replay condition). The order of conditions was counterbalanced. Maternal affect mirroring was measured according to the level of attention maintenance, warm sensitivity, and social responsiveness displayed. A natural split was observed with 58% of the mothers ranking high and 42% ranking low on these affect mirroring measures (HAM and LAM, respectively). Infants in the HAM group ranked high on prosocial behaviors and social expectancy--they discriminated between live and replay, conditions with smiles, vocalizations, and gazes. Infants in the LAM group ranked low on these variables--they gazed longer during the live condition than during the replay condition, but only when the live condition was presented first; however, they did not smile or vocalize more. These findings indicate that there is a relation between affect mirroring and social expectancies in infants. 相似文献
6.
Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance‐education strategies for enhancing the science learning of 94 Midwestern elementary‐school teachers participating in a 5‐year professional‐development project. The three distance‐education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web‐based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p < 0.05) on multiple‐choice and constructed‐response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1019–1039, 2006 相似文献
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9.
D. Ainsworth 《Learning, Media and Technology》1988,14(1):73-78
Currently the impact of educational television in universities is relatively small. However, this may change, thanks to recent advances in television technology. This article describes the ‘teleclass’ concept which Governors State University, a relatively small state‐funded institution in Illinois, has developed as an alternative to the conventional documentary‐style telecourse which is prohibitively expensive for most university television departments. Simply put, teleclasses are videotaped classrooms. The difference between teleclasses and the one‐way telelectures which were the bane of early educational television is that the entire class is videotaped, both students and instructor, so that all the interaction between instructor and students and between students and students is captured for the distant viewer, who becomes a vicarious participant in the classroom experience. Teleclasses have proved to be effective in terms of student completion and acceptance, and are having an impact on the university's entire academic programme. 相似文献
10.
This article discusses innovative methods for incorporating both live and videotaped counseling sessions conducted by faculty into a graduate counseling program. 相似文献
11.
This study compared the effectiveness of structured and branched-format employment interviews in differentiating strong and weak teachers. In addition, the study examined the correlations between principals' ratings and teachers' self-ratings on measures of efficacy, commitment, job satisfaction, and morale. To simulate structured and branched interviews, eight experienced elementary teachers were employed to construct eight videotaped interviews. Four of these teachers were identified as strong, and four were identified as weak teachers based on formal district evaluations. Sixteen elementary principals each viewed two tapes, one representing a branched interview format and the other representing a structured format. Tapes of strong and weak teachers were randomly assigned to principals within each interview format. The principals then rated the teacher on the five scales: overall teaching ability, efficacy, commitment, satisfaction, and morale. Teachers completed a par allel questionnaire before videotaping the interviews. Analysis of the data indicated both interview methods were effective in differentiating between strong and weak teachers on ability, efficacy, commitment, job satisfaction, and morale measures. With certain cautions, this finding supports the common practice of placing great emphasis on verbal interviews to select teachers. There was not, however, a significant difference between the two interview formats; either format seems acceptable. Correlations between the principals' rating and the self-rating of the teachers were significant on the efficacy, job satisfaction, and morale measures; the correlations were not significant on the commitment measure. This finding implies that collection of specific types of survey data before the interview might increase the predictive validity of the interview process; alternatively, it might allow the process to be shortened with little loss of information. 相似文献
12.
《Journal of educational and psychological consultation》2013,23(4):361-362
In this analogue study, which builds upon our previous research on confrontation in consultation, we investigated the relation of type of confrontation (direct or indirect) and the stage of consultation (entry, diagnosis, implementation, and disengagement) in which confrontation occurs on consultees' perceptions of the use of confrontation. Thirty-eight graduate trainees in consultation viewed and then rated the consultant's use of confrontation in 8 videotaped scenarios of a consultative interaction representing combinations of the independent variables. Participants rated each scenario on a scale containing 9 dimensions of consultant effectiveness. The results indicated that, as predicted, direct confrontation was rated as more effective in the disengagement stage of consultation, and indirect confrontation was rated significantly higher in the entry stage. However, direct confrontation was not rated as more effective for the diagnosis and implementation stages of consultation. The implications of these findings are discussed in terms of effective practices and suggestions for future research initiatives. 相似文献
13.
4 successive cohorts of low-income families were randomly assigned either to a home-based intervention program that focused on modeling verbal interaction between mother and child around selected toys and books or to comparison treatments. Large program effects were found on maternal interaction styles in videotaped observations. Small IQ and program-specific effects were found for children in contrast to much larger IQ effects found in earlier research. IQ effects did not appear to have been mediated by changes in maternal behavior. A variation in which toys and books were supplied without home visits was as effective as the full program on IQ but not on maternal behavior. 3 years postprogram , there were no detectable effects in achievement or IQ tests or in first grade teachers' ratings of school adjustment and performance, but IQ and achievement scores were near national norms. Reasons for discrepancies with earlier results are discussed. The results highlight the need for continued experimental evaluation of early intervention programs with safeguards to insure that samples are educationally at risk. 相似文献
14.
Monica Reichenberg 《Scandinavian Journal of Educational Research》2013,57(1):17-39
This study presents a comparison between how six teachers and their 17‐year‐old students talked about texts in civics and nursing science during regular lessons and during two lessons where structured text talk in smaller groups was used. The majority of students were poor readers and attended vocational programmes. The text talks were videotaped. During the regular lessons, most of the teachers asked purely factual questions where the students just had to retrieve information from the text to be able to answer them. The students made few inferences and reflections. After the regular lessons, the teachers were invited to participate in seminars led by the investigator. In these seminars, a special model of structured text talk was practiced before videotaping a second and a third time. The results demonstrate that during the structured text talks the teachers' question types had undergone a change. The number of purely factual questions had decreased. Instead there was an increase in the number of inferences and half‐open questions. The students read more actively during the structured text talks. They clearly made an effort to explore ideas in the text and made numerous inferences and reflections. 相似文献
15.
Gilah C. Leder 《International Journal of Disability, Development & Education》1987,34(2):133-141
This study examined differences in interaction patterns between teachers and high and low achieving and high and low expectation students. Records of verbal teacher‐student interactions, both public and private, were obtained through videotaping ten grade 3 and grade 6 classes during mathematics and language lessons. Teachers tended to interact most frequently with high achieving and high expectancy students, particularly at the grade 6 level, but consistently spent more time waiting for and interacting with low achieving and low expectation students. 相似文献
16.
Previous studies have shown that interaction of an observer rat with a previously fed conspecific demonstrator enhances the observer’s subsequent preference for the diet its demonstrator ate. The present series of experiments were undertaken to explore both the conditions sufficient to permit demonstrator influence on observer diet preference and the behavioral processes underlying such influence. We found (1) that an observer rat can be influenced in its subsequent diet selection by interaction for as little as 2 min with a demonstrator, (2) that during such brief interactions mouth-to-mouth contact between demonstrator and observer is necessary for demonstrator influence on observer diet preference, (3) that both cues emerging from the digestive tract of a rat fed by intragastric intubation and particles of food clinging to the fur of a demonstrator are sufficient to permit observers to identify their respective demonstrators’ diets, (4) that exposure to a diet is effective in enhancing an observer’s subsequent preference for that diet only if the diet is experienced in the presence of another rat, and (5) that diets experienced on the anterior of a live rat are more effective in altering observers’ subsequent diet preferences than the same diets experienced either on the anterior of a dead rat or the posterior of a live one. 相似文献
17.
The teacher as researcher, Colburn, and the researcher, Bianchini, investigated Colburn's use of inquiry to teach the nature of science to prospective elementary teachers; we attempted to identify those aspects of the nature of science addressed through inquiry instruction and the varied contexts in which such insights arose. We began by videotaping small group inquiries and whole class deliberations during three units of Colburn's inquiry‐oriented general science course. We then conducted separate qualitative analyses of the resulting 20 h of videotaped data. Colburn, the teacher and informant, adopted an emic perspective and employed examples of explicit and implicit deliberations and demonstrations of the nature of science to construct his case. Bianchini also used an emic perspective, but examined only what teacher and students explicitly identified as examples of and insights into the nature of science. Taken together, our analyses highlight the difficulties in presenting a cogent and comprehensive picture of the nature of science to students, the teacher's pivotal role in initiating discussions of what science is and how scientists work, and the strengths and limitations of using classroom‐based research to investigate nature of science instruction. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 177–209, 2000 相似文献
18.
Abstract The author was interested in identifying and changing the interaction behavior and questioning techniques of fourteen community/junior college professors enrolled in his summer institute. Modern technological facilities, including microteaching laboratories with complete videotaping capabilities, were used in training the professors in the use of Flanders Interaction Analysis and questioning strategies. Pre- and posttraining videotapes were used to collect data. The differences between pre- and posttraining lessons for the total class were significant for eight variables. 相似文献
19.
Larry R. Judd Carolyn B. Smith 《Educational technology research and development : ETR & D》1977,25(2):147-158
Conclusions Several conclusions can be drawn from this study: 1) At midterm there was no difference in self-concept or ideal self-concept
factors clearly attributable to the videotape experience. 2) At midterm there was a significant difference on the Pleasantness
factor of self-concept between videotaped males and videotaped females. 3) Females videotaped during the first half of the
semester significantly increased on the Strength factor of self-concept during the second half of the semester. 4) At the
end of the semester there were no significant differences in self-concept or ideal self-concept scores attributable to the
time in the semester of the videotape experience. But there was a sleeper effect for females on the Strength factor that began
about seven weeks after self-viewing and led to enhancement of self-concept. 5) At the end of the semester females videotaped
early in the term had significantly higher scores on the Pleasantness factor of self-concept than did either group of males.
6) The significant interaction of factor x time x sex X time of videotape on the factors of ideal self-concept could not be
explained.
In future studies of self-concept and ideal self-concept, as related of self-viewing, males and females should be in separate
treatment groups. Further research might profitable explore the sleeper effect on the Strength factor for females, the tendency
of Strength factor of self-concept scores of males and females to equalize during a speech communication course, and the possibility
that the lapse of time between self-viewing and measurement may influence self-concept scores. 相似文献
20.
Researchers using a variety of behavioral coding instruments have demonstrated differences between the interactions of physically abusive parent-child dyads and those of nonabusive pairs. Despite fair consistency among these findings, there remains controversy regarding the value of observation of parent-child interaction to the clinical evaluation of child abuse. This study was an investigation of the ability of child protective service workers to distinguish videotaped interactions of physically abusive parent-child dyads from interactions of nonabusive dyads. The interactions occurred as part of a teaching task and were nondisciplinary. The child protection workers achieved a 76% rate of accuracy in identifying the abuse status of the dyads based on observation of only three minutes of semi-structured videotaped interaction. Of the workers, 40% were accurate in classifying 100% of the dyads observed. Increased protective service experience was not associated with increased accuracy, but subjects with no experience in protective service performed at chance level only. The results of this study show that experienced professionals can detect interactional differences in nondisciplinary parent-child interchanges of abusive as compared to nonabusive dyads. This suggests that clinical observation of parent-child interaction may be one important diagnostic tool within a comprehensive evaluation of families suspected of physical child abuse. 相似文献