Preservice teachers' literacy learning outcomes across asynchronous online and synchronous face-to-face collaborative peer video analysis formats

Poonam ARYA, Tanya M. CHRIST, Ming Ming CHIU

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - Apr 2019

Citation

Arya, P., Christ, T. M., & Chiu, M. M. (2019, April). Preservice teachers' literacy learning outcomes across asynchronous online and synchronous face-to-face collaborative peer video analysis formats. Paper presented at the 2019 American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Metro Toronto Convention Centre, Toronto, Canada.

Fingerprint Dive into the research topics of 'Preservice teachers' literacy learning outcomes across asynchronous online and synchronous face-to-face collaborative peer video analysis formats'. Together they form a unique fingerprint.