Learning in Video-Mediated Classes

Learning in Video-Mediated Classes

Karen E. Andreasen (Aalborg University, Denmark) and Palle Rasmussen (Aalborg University, Denmark)
DOI: 10.4018/978-1-4666-6603-0.ch003
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Modern technology and improved video technology have widened the possibilities of offering young people in peripheral regions of countries education, and in recent years, several innovation projects using video-mediated teaching have been implemented in Denmark and in the Nordic countries. In the Danish region, a comprehensive innovation project including video-mediated simultaneous teaching at two locations was implemented in 2008-2010 for students at a General Adult Education Centre. Drawing on Etienne Wenger's (2004) theory about learning and communities of practice and on theoretical perspectives from architecture on space and learning, the chapter discusses results from the dialogue research related to the project. Results indicate that video-mediated teaching has a significant impact on student participation and that it appears to be demanding for some students, especially students with social or academic problems.
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This chapter presents an analysis and discussion of results from a dialogical approach to research in an adult education project on video-mediated teaching and learning. Based on results from research in peripheral regions of Denmark and using Etienne Wenger’s theory about learning in communities of practice, the chapter discusses potentials and challenges of video-mediated education as a context for studying student learning. Wenger’s theory represents one of the recent strands in sociocultural theories and activity theory.

During the 1980s, video technology began to reveal its potential in various educational purposes (Lawson et al., 2010), for example parallel teaching, which is video-mediated simultaneous teaching of classes of students at different locations. Teaching is usually conducted by one teacher at one of the locations and organized as either one-to-many or many-to-many settings (Lawson, 2010, p. 3). The teacher may alternate between the rooms. The teacher may also be supplemented by an assistant in another room. The underlying premise is that it is economically viable to teach small classes and the described arrangement enables for teaching a class with few participants with a larger class (Andreasen & Rasmussen, 2013; Andreasen & Hviid, 2011; Gynther, 2009; Hedestig & Kaptelinin, 2005).

Interest in video-mediated teaching and learning has grown as a result of societal demands on educated labour and opportunities for lifelong learning. Several projects on video-mediated teaching in education have been carried out. However, video-mediated teaching remains at an early stage (Lawson, 2010, p. 307) as a research area. More specifically, research on the impact of contextual factors in student learning seems to be missing (Lawson, 2010, p. 295; Lögdlund, 2010). Complementary research on student identity and participation by and teaching of students with social and academic problems is needed (Lawson, 2010; Lögdlund, 2010). Our research specifically addresses contextual influences and provides analysis and discussion of results from dialogue research following one innovation project in peripheral regions of Denmark. The students are mainly young adults of which a majority has either social or academic problems, or both, and the project includes studies in several classes. Analysis focuses on student identities and participation.

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