Videos are today one of the most used tools in higher education, especially because of their practicality and efficacy: videos are easy to be filmed or to be found on the web and they can be used in many didactic or formative actions. Moreover, videos are able to enhance learning because they are more efficient than a static picture or frame. However, literature doesn’t show any evidence on the questions students develop after watching the video. Based on the previous considerations, we present a case study about a didactic event that has been redesigned, including some anticipatory videos as an innovative element. The overall aim of this study is to verify the video efficacy in terms of satisfaction and perceived impact on learning processes, interpreted through to the theoretical reference proposed by Schwartz and Hartman. The second aim is to understand how the anticipatory video helps students to deepen topics and to formulate specific and relevant questions. Data analysis shows that students perceive videos as useful tools to improve their engagement and motivation; to better understand some theoretical elements; and to focus on some details that would have been left out. The codification procedure shows that student’s questions are specific and coherent to the topic and that the students asked not only minimal explanations or clarifications but also some in-depth analysis of the experience. Considering that, we can say that videos could enhance preliminary and precise knowledge of the debated topic.
L’utilizzo dei video digitali nella didattica universitaria rappresenta oggi un elemento di grande attualità e un dispositivo ampiamente utilizzato, considerando in modo particolare gli effetti positivi sull’apprendimento che rende possibili. Tuttavia, in letteratura manca un approfondimento sistematico che focalizzi l’apporto del video nel generare domande rispetto al tema presentato o anticipato alla classe. Basandoci su questi assunti, presentiamo in questo articolo uno studio di caso il cui oggetto d’indagine riguarda la riprogettazione di un evento didattico universitario che ha introdotto l’utilizzo del video in chiave anticipatoria come elemento di innovazione. Gli obiettivi di questo lavoro esplorativo sono quelli di verificare l’efficacia di tale strumento in termini di apprezzamento e impatto percepito sui processi di apprendimento, riletti alla luce del quadro concettuale proposto da Schwartz e Hartman e di comprendere se la visione anticipatoria del video abbia aiutato gli studenti ad andare in profondità rispetto al tema trattato, con la formulazione di domande specifiche e pertinenti. Dall’analisi descrittiva dei dati raccolti è emerso come gli studenti abbiano percepito il video come strumento efficace, da un lato, per aumentare coinvolgimento e motivazione all’apprendimento e, dall’altro, per comprendere meglio alcuni elementi teorici, aiutandoli a focalizzare dettagli che altrimenti sarebbero stati trascurati. Le codifiche sistematiche effettuate sulle domande raccolte hanno mostrato come queste si siano connotate come specifiche rispetto al tema e abbiano richiesto non tanto elementi basilari di comprensione, ma approfondimenti sull’esperienza, a dimostrazione di come il video abbia veicolato una conoscenza preliminare e specifica sul tema trattato.
Video as an anticipatory tool to deepen and to generate questions. A case study in higher education. Il video come dispositivo di anticipazione per approfondire e generare domande. Un caso di studio nella didattica universitaria / S. Ferrari, I. Terrenghi. - In: GIORNALE ITALIANO DELLA RICERCA EDUCATIVA. - ISSN 2038-9744. - 2021:27(2021 Dec 22), pp. 140-159. [10.7346/sird-022021-p140]
Video as an anticipatory tool to deepen and to generate questions. A case study in higher education. Il video come dispositivo di anticipazione per approfondire e generare domande. Un caso di studio nella didattica universitaria
I. Terrenghi
Ultimo
2021
Abstract
Videos are today one of the most used tools in higher education, especially because of their practicality and efficacy: videos are easy to be filmed or to be found on the web and they can be used in many didactic or formative actions. Moreover, videos are able to enhance learning because they are more efficient than a static picture or frame. However, literature doesn’t show any evidence on the questions students develop after watching the video. Based on the previous considerations, we present a case study about a didactic event that has been redesigned, including some anticipatory videos as an innovative element. The overall aim of this study is to verify the video efficacy in terms of satisfaction and perceived impact on learning processes, interpreted through to the theoretical reference proposed by Schwartz and Hartman. The second aim is to understand how the anticipatory video helps students to deepen topics and to formulate specific and relevant questions. Data analysis shows that students perceive videos as useful tools to improve their engagement and motivation; to better understand some theoretical elements; and to focus on some details that would have been left out. The codification procedure shows that student’s questions are specific and coherent to the topic and that the students asked not only minimal explanations or clarifications but also some in-depth analysis of the experience. Considering that, we can say that videos could enhance preliminary and precise knowledge of the debated topic.File | Dimensione | Formato | |
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