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Improving teacher questioning strategies through collaborative video self-analysis
PROCEEDINGS

, BYU, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

While institutions of higher education seek to improve teaching and learning, most instructors have little to no pedagogical training. Using Bloom's taxonomy, this study seeks to train novice statistics instructors to use Bloom's taxonomy, by analyzing their teaching using a video annotation tool, which enables teachers to notice contradictions between perceived and actual teaching. Initial results indicate an overuse of lower order questioning strategies among novice teachers may be overcome through collaborative and individual video analysis.

Citation

Rich, P. (2011). Improving teacher questioning strategies through collaborative video self-analysis. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2482-2489). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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