Developing Educational Videos: A Constructionism Approach – Active Collaborative Learning in a Science Module

Developing Educational Videos: A Constructionism Approach – Active Collaborative Learning in a Science Module

Roseline Wai Kuan Yap (Taylor's University, Malaysia)
DOI: 10.4018/978-1-7998-1435-1.ch009

Abstract

The teach less, learn more (TLLM) movement has prompted the need for teaching and learning innovations that fall under this framework. Educational videos have always been used as teaching tools. However, educational videos can also be used based on the ‘constructionism' approach in which learners develop the videos. This form of teaching and learning innovation provides a variety of learnings and skills such as active and collaborative learning, including creative thinking and problem-solving skills, which are lifelong to the learners, compared to the passive learning in the teacher-centered approach. This chapter will begin with a discussion of the trends in learner-centred teaching, which falls under the TLLM framework. This is followed by a detailed exploration on the use of a constructivist approach for the development of educational videos under the assignment component in a science-based module. The chapter will then conclude with the outcome of the teaching and learning innovation for the learners, including its significance on learning.
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The Shift From Teacher-Centered Learning To Learner-Centered Learning

The traditional teaching and learning pedagogy involves the teacher-centered approach to learning. In this pedagogical model, educators or teachers deliver materials and knowledge to learners in a direct manner (Blackiea, Caseb, & Jawitzc, 2010). Hence, a major disadvantage of this approach is that it will result in passive learning because learners are required to listen to educators during classroom time, and merely retain the knowledge as much as they can. In this approach, educators have full control of the module content, and delivery of the module, including assessments for determining the knowledge gained by learners (Chua, Chia, & Yong 2018).

In many instances, educators prefer to use the teacher-centered approach. There are five possible reasons why the teacher-centered approach is preferred. Firstly, in most circumstances, a larger proportion of the module lessons have already been prepared. Therefore the lessons can be recycled every semester. Secondly, in a learner-based approach, educators need to consider the suitability of teaching and learning innovations for the module content to be delivered. Such efforts may be beyond the scope of their research interest. Thirdly, learner-centered approach requires more preparation time compared to the teacher-centered learning approach. Fourthly, educators may be conservative and unwilling to experiment with new teaching and learning innovations. Finally, educators may have the mindset that research achievements are far more superior and favorable than teaching and learning achievements.

In the past, before the invention of the Internet, the teacher-centered learning approach was probably acceptable to both educators and learners because learners were fully dependent on their educators and hardcopy versions of books in the library to gain new knowledge. However, times have changed with the availability of various ways or platforms from which learners can access new knowledge easily. With that, learners no longer need to rely solely on educators for new knowledge. In fact, learners are required to attain new knowledge independently on their own, and the educators’ role is to facilitate this process. In this way, it is hypothesized that learners can learn more because they will need to acquire and apply new knowledge on their own as compared to the teacher-centered learning approach in which new knowledge is acquired passively, and assessment is mainly the regurgitation of the knowledge gained.

Key Terms in this Chapter

Active Learning: A form of learning that is non-passive, which requires engagement among the learners including independent learning.

Educational Videos: An animated or motion picture which includes audio to provide academic knowledge and information to the viewers.

Teach Less, Learn More: Educator plays a role as a facilitator in guiding the learners in their learning process.

Constructionism: An approach of learning-by-doing to form a product.

Collaborative Learning: Learners learn among themselves in a group through exchange of ideas and knowledge, including engagement in discussions to form positive relationships.

Learner-Centered Learning: A form of learning, which is tailored to learners’ needs and engage in active learning

Creative-Thinking Skill: A type of skill which produces new ideas which are non-conventional.

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