Using Hypervideo to support students’ reflections on work practices

According to several exploratory studies, the HyperVideo (HV) seems to be particularly effective in highlighting the existing connections between the classroom and work context, between authentic work situations and theoretical subjects. In particular, the video annotation (an HV' feature) seems to facilitate the student's reflection on practices. Even though several researchers have already studied the efficacy of video annotation, studies concerning the qualitative differences between a reflection process activated by the use of video annotation and a reflection process activated without using it were not found. Therefore, the present study is focused on the reflective processes activated by two groups of students engaged in a higher education course oriented to the Vocational Education and Training (VET) sector while they carry out a reflective activity on work practices using the video annotation tool: how can the HV be useful for them in order to foster the connection between theoretical concepts and work practices? Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory approach, a sample of reflective reports drafted by a group of students who employed HV was compared with a sample of reflective reports drafted by a group who did not use it. The results emerged from a preliminary comparison of the coding frequencies between the students who did not use the video annotation (Group A) and the students who employed it (Group B) shows that reflective reports have peculiar characteristics. Furthermore, the category system emerged could be employed in different contexts (in research or teaching filed) to analyze the content of reflexivereports on work practices. More detailed analysis of coding frequencies is needed to obtain a comprehensive framework.