Teaching development grants final and financial report: Fostering discussion and collaborative inquiry through establishment of a case video library

Sze Ching Cici LAM, Ho Yeung Hastings CHIM

Research output: Other contributionTDG

Abstract

A teaching resource package containing 25 video cases and one guide book are developed for students to understand how to teach students with different learning problems (e.g. students with difficulties in reading or writing or students with poor social skills). By using a case study approach, the videos will start with a case showing the difficulties the character is facing, followed by questions asking students to suggest solutions to the problems. Then different approaches are presented to demonstrate a variety of ways to deal with the case via the video. The aim of this project is to enhance students’ teaching efficacy as well as foster collaboration among the students through discussions on the case, peer observation and comments on viewing the same segment of the video. Evaluation will be done through pre-and post-questionnaires based on Bandura (2006) teaching self- efficacy construct and a focus group interview will be followed. This study provides empirical evidence that technology – in this case, the video library–provided it is designed and implemented appropriately and is closely integrated with the inquiry learning curriculum, can play a significant role in enhancing student self-efficacy and collaborative inquiry of the education community.
Original languageEnglish
Publication statusPublished - 2017

Citation

Lam, S. C. C., & Chim, H. Y. H. (2017). Teaching development grants final and financial report: Fostering discussion and collaborative inquiry through establishment of a case video library. Hong Kong: The Education University of Hong Kong.

Keywords

  • Teaching Development Grant (TDG) Report
  • TDG project code: T0168
  • Period: TDG 2015-2016
  • Teaching Development Grant (TDG)
  • Video library
  • Case study approach
  • Teaching self-efficacy
  • Collaborative inquiry

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