This study evaluated the similarities and differences for 46 preservice teachers’ literacy learning outcomes when they engaged in asynchronous online and synchronous face-to-face Collaborative Peer Video Analysis (CPVA). Across 222 CPVA reflection sheets, 382 literacy ideas learned/applied were collected and coded. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings included that when CPVA is designed using effective design principles, teachers learned similar numbers of ideas across both formats, but applied more ideas from synchronous face-to-face format to their subsequent literacy instruction. Implications include that synchronous face-to-face Collaborative Peer Video Analysis is more conducive to supporting preservice teachers’ application of learning. Copyright © 2019 AERA.
|Publication status||Published - Apr 2019|
|Event||2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence - Toronto, Canada|
Duration: 05 Apr 2019 → 09 Apr 2019
|Conference||2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence|
|Abbreviated title||AERA 2019|
|Period||05/04/19 → 09/04/19|