Video-Based Anchored Instruction
Caspi, A., Gorsky, P., & Privman, M. (2005). Viewing comprehension: Students' learning preferences and strategies when studying from video. Instructional Science, 33(1), 31-47.
This research examined how students at the Open University of Israel studied from video recordings of lectures. At the semester’s end, seven history students were interviewed in order to trace their experiences, learning strategies and preferences. It was found that (1) reading comprehension strategies are inappropriate for viewing comprehension, (2) presumed theoretical advantages associated with instructional video may in fact be disadvantages, (3) the medium does indeed influence the message, (4) mismatching medium and message may have deleterious results on students’ cognitive and affective outcomes and (5) surface-level orientations to study may be hindered by video.
Cennamo, K. S. (1993). Learning from video: Factors influencing learners' preconceptions and invested mental effort. Educational Technology, Research and Development, 41(3), 33-45.
Discusses factors that influence learners' preconceptions of television, the mental effort they invest in processing a video-based lesson, and their achievement. The effects on mental effort and achievement of characteristics of media, the task, and the learners are addressed; and recommendations for future research are offered.
Mechling, L. (2005). The effect of instructor-created video programs to teach students with disabilities: A literature review. TAM Board Members, 20(2), 25-36.
This paper summarizes the results of a review of the empirical literature (1999–2003) focusing on the use of instructor-created video recording incorporating personalized video to teach individuals with disabilities. Twenty-four investigations were identified which provided information on several effective procedures. Six areas of research on instruction through video technology were defined and analyzed through the identified studies: (a) video feedback, (b) video modeling, (c) video self-modeling, (d) subjective point of view, (e) interactive video instruction, and (f) computer-based video instruction. Implications of the research and suggestions for future research are discussed.
Papalewis, R. (2004). Struggling middle school readers: Successful, accelerating intervention: Read 180 program. Reading Improvement, 41(1), 24-37.
This study investigated the effectiveness of READ 180, a reading intervention program that uses a motivating video to anchor instruction in reading comprehension, decoding, word recognition, spelling and fluency. Low performing middle school students participating in READ 180 for one school year improved Reading and Language Arts Normal Curve Equivalent Scores, while nonparticipating peers declined in performance, scoring significantly lower than READ180 students.
Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. British Journal of Educational Technology, 34(3), 295-308.
This paper uses case studies to describe how streaming video is currently used to support student learning in post compulsory education in the UK. It describes the current role of streaming video and identifies processes that could extend the application of streaming in education. It attempts to establish a case for more formal evaluation and communication of educational processes involving streaming and identifies elements of a research agenda that could further develop the application of streaming technology in education.
Shyu, H. Y. (1999). Effects of media attributes in anchored instruction. Journal of Educational Computing Research, 21(2), 119-139.
The purposes of this study were to investigate the effects of computer-assisted video-based anchored instruction on promoting students attitudes toward mathematical instruction and problem-solving skills for Taiwanese elementary students and to examine the effects of different media attributes on students mathematical achievement and attitudes in a situated learning environment. The independent variables were treatment (situated learning treatment as an experimental group vs. no treatment as a control group) and media attributes (video-based CD-ROM computer-assisted instruction vs. printed storybook). The dependent variables were achievement in solving mathematical problems and attitudes toward mathematics. There was a significant difference among groups in students achievement, but no significant difference on their attitudes. Furthermore, a post hoc analysis indicated that there was a significant difference between the CD-ROM group and the control group on achievement. However, there was no significant difference found between the Printed Storybook group and the control group nor between the CD-ROM group and the Printed Storybook group. These findings suggest that anchored instruction was more important than media attributes in the teaching of problem solving among Taiwanese elementary students.
Shyu, H. Y. C. (2000). Using video-based anchored instruction to enhance learning: Taiwan's experience. British Journal of Educational Technology, 31(1), 57-69.
The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology.
The Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and its relationship to situated cognition revisited. Educational Researcher, 33(3), 52-70.
In a recent "Educational Researcher" article, Brown, Collins, and Duguid (January–February 1989) discussed the concept of situated cognition. We explore relationships between this concept and our Technology Center's work on anchored instruction. In the latter, instruction is anchored (situated) in videodisc-based, problem-solving environments that teachers and students can explore. We argue that situated cognition provides a broad, useful framework that emphasizes the importance of focusing on everyday cognition, authentic tasks, and the value of in-context apprenticeship training. Anchored instruction provides a way to recreate some of the advantages of apprenticeship training in formal educational settings involving groups of students. In addition, some of the principles of anchored instruction may make it possible to create learning experiences that are more effective than many that occur in traditional apprenticeship training. Together, the situated cognition and anchored instruction perspectives suggest ways to think differently about instruction, and they suggest important issues for future research.
Vye, N. J. (1990). The effects of anchored instruction for teaching social studies: Enhancing comprehension of setting information. Annual Meeting of the American Educational Research Association, Boston, MA.
A study examined an experimental curriculum developed to enhance students' literacy and social studies skills. Videodisc and text materials (the films "Young Sherlock Holmes" and "Oliver" and stories by Charles Dickens and Conan Doyle) were used to create a "macro context" for learning. The curriculum evaluation project spanned a three-year period; findings reported here were collected during the second and third years. During the second year, two classes of students participated. Students were assigned to either an experimental or comparison group with classes taught by the project staff. During the third year, three classes of fifth-grade students participated in the study and were taught by regular classroom teachers. Results from the second year indicated that integrated instruction using macro contexts had the greatest benefit on lower achieving students. The results of the average students indicated that there may be greater forgetting for students taught using a traditional approach than for students using a macro contextual approach. Results from the third year indicated that the effects are replicable across teachers and from experimental to field settings. Students in each of the three classes showed significant increases in their knowledge of the time period. Results indicated that macro context instruction is relatively more effective than traditional instruction in helping at-risk students learn social studies content, and macro context instruction is generally more effective in promoting long-term retention of this information. Results of the inference data provided preliminary evidence that knowledge from one domain is accessible for solving problems in another domain.
Xin, F. (1996). Multimedia reading: Using anchored instruction and video technology in vocabulary lessons. TEACHING Exceptional Children, 29(2), 45-49.
This article describes video-based vocabulary lessons that were used with 10 fourth-grade students with learning disabilities. The video programs were used as an "anchor" or "situation" for creating a realistic context for learning. Vocabulary was enriched by providing contextual information, introducing new vocabulary words, reviewing target vocabulary within the video contexts, and providing multiple opportunities to practice.
Xin, J. F., & Rieth, H. (2001). Video-assisted vocabulary instruction for elementary school students with learning disabilities. Information Technology in Childhood Education Annual, 87-103.
Students with learning disabilities in grades 4-6 were taught vocabulary through a traditional anchored instruction approach (using printed materials and the teacher) or a videodisc-based anchored instruction approach. Both groups improved vocabulary and passage comprehension, but students in the videodisc group made significantly greater performance gains on a word definition test.