RESEARCH ARTICLE Open Access
Using Hype ideo o suppo
unde g adua e s uden s’ e lec ion on wo k
p ac ices: a quali a i e s udy
Ma co Pe ini
1*
, Albe o A. P. Ca aneo
2
and Giuseppe Tacconi
1
* Co espondence: ma co.pe ini@
uni .i
1
Depa men o Human Sciences,
Uni e si y o Ve ona, Ve ona, I aly
Full lis o au ho in o ma ion is
a ailable a he end o he a icle
Abs ac
Acco ding o se e al explo a o y s udies, he Hype Video seems o be pa icula ly
use ul in highligh ing he exis ing connec ions be ween he school-based and he
wo k-based con ex s, be ween au hen ic wo k si ua ions and heo e ical
unde pinnings. This ool and i s ea u es, in pa icula , he ideo anno a ion, seems o
cons i u e an ins umen which acili a es he s uden s’ e lec ion on wo k-p ac ices.
E en hough se e al esea che s ha e al eady s udied he e icacy o Hype Video,
s udies conce ning he quali a i e di e ences be ween a e lec ion p ocess ac i a ed
wi h o wi hou i s use a e s ill missing. The e o e, he p esen con ibu ion is
ocused on he e lec i e p ocesses ac i a ed by wo g oups o s uden s engaged in
a highe educa ion cou se while hey ca y ou a e lec i e ac i i y on wo k p ac ices
using he Hype Video o no . The aim is o in es iga e we he he Hype Video can
be use ul o s uden s o os e he connec ion be ween heo e ical concep s and
wo k p ac ices. Th ough mul i-s ep quali a i e analysis which combined Thema ic
Quali a i e Tex Analysis and G ounded Theo y, a sample o e lec i e epo s d a ed
by a g oup o s uden s who employed Hipe Video o make a ideo-in e iew on a
wo k-p ac ice and o e lec on i (G oup A) was compa ed wi h a sample o
e lec i e epo s d a ed by a g oup who did no use i o comple e he same ask
(G oup B).
The esul s eme ging om he compa ison o he coding equencies be ween he
wo g oups show ha Hype Video can suppo he e lec i e p ocesses o s uden s,
be e connec ing heo y and p o essional p ac ice.
Keywo ds: Hype ideo, Video anno a ion, Re lec i e ac i i ies, C ossing bounda ies,
Educa ional echnologies
In oduc ion
Since he u n o he cen u y, he wo ld economy has cons an ly been in lux because
o globaliza ion and he apid e olu ion o echnology. In o de o mee eme ging chal-
lenges, policymake s ha e consis en ly ied o inno a e hei espec i e educa ional
sys ems in o de o e ec i ely ace and keep up wi h he demands o he labo ma ke
(Paplo a, 2009). Fo example, he Eu opean Union (EU) in oduced he Li elong Lea n-
ing p og am in 2006, es ablishing a common amewo k o key compe encies ha
membe S a es had o aspi e o in o de o y and close he gap be ween educa ional
and wo k con ex s (Eu opean Council, 2006). Despi e he educa ional e o ms led by
© The Au ho (s). 2019 Open Access This a icle is dis ibu ed unde he e ms o he C ea i e Commons A ibu ion 4.0 In e na ional
License (h p://c ea i ecommons.o g/licenses/by/4.0/), which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium,
p o ided you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a link o he C ea i e Commons license, and
indica e i changes we e made.
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion
(2019) 16:29
h ps://doi.o g/10.1186/s41239-019-0156-z
his in e en ion, he issue is s ill open. Indeed, he EU ecen ly p oposed a enewal e -
o o add ess his gap h ough a new se o ecommenda ions on key compe encies
o Li elong Lea ning (Eu opean Commission, 2018). The need o connec educa ional
and wo k con ex s is no new in he ield o educa ional esea ch. A long adi ion ex-
is s o s udy how such con ex s can in e ac each o he (e.g. Lud igsen, Lund, Rasmus-
sen, & Säljö, 2011; S ens öm & Tynjälä, 2009; Tuomi-G öhn & Enges öm, 2003).
Se e al pedagogical models simila ly emphasize he need o a s onge a icula ion
among lea ning loca ions and p opose ways o ealize i : we ci e he e he expansi e
lea ning model (Fulle & Unwin, 2003), he connec i e model (G i i hs & Guile, 2003;
Guile & G i i hs, 2001), he in eg a i e pedadogics model (Tynjälä, 2005,2008,2009),
and he hyb id cu iculum model (Zi e , Hoe e, & de B uijn, 2016). The same pe spec-
i e is also assumed when s udying he knowledge inhe en in eache s’wo k expe i-
ence in o de o make i a ailable o in- aining eache s (Tacconi, 2011; Tacconi &
Gomez, 2010; Tacconi & Hunde, 2017; Mo a i, 2010).
Ad oca ed ac oss hese me hods, wo heo e ical concep s ha ha e a cen al ole in
desc ibing po en ial ways o closing he gap be ween di e en lea ning con ex s a e
bounda y c ossing, and bounda y objec s. The concep o “bounda y c ossing”, in o-
duced by Suchman (1994) and e ined by Enges öm, Enges öm, and Kä kkäinen
(1995), deno es how an expe wo ke o a p ac i ione may need o combine and nego-
ia e elemen s belonging o di e en con ex s (e.g. ou inely wo kplace, pas lea ning
si ua ions, e c.) when s/he needs o challenge new and/o un amilia hyb id si ua ions.
An un amilia hyb id si ua ion occu s when he cha ac e is ic condi ions o di e en
con ex s occu a he same ime wi h no el combina ions. The concep o bounda y
c ossing bases on ha o bounda y objec s (S a & G ieseme , 1989). “Bounda y objec s
[…] bo h inhabi [ hese] in e sec ing social wo lds […] and sa is y he in o ma ional e-
qui emen s o each o hem […] main ainin[ing] a common iden i y ac oss he si es”(p.
393). The esul s o a li e a u e e iew d a ed by Akke man & Bakke , 2011, h ough
which hey examined 181 pape s o be e unde s and he lea ning po en ial o bound-
a ies, e eals e lec ion o be one o he ou po en ial dialogical lea ning mechanisms
aking place a he bounda ies, oge he wi h iden i ica ion, coo dina ion and ans-
o ma ion. In pa icula , e lec ion “is abou expanding one’s pe spec i es on he p ac-
ices”(Akke man & Bakke , 2011, p. 150).
Re lec ion, echnologies and he E ah aum model
The ele ance o e lec ion o be e a icula ing he dis ances be ween di e en lea n-
ing con ex s has been enhanced also by mo e ecen s udies, which a e no included in
he e iew ci ed abo e (e.g. Pe ini, 2017; B onkho s & Akke man, 2016; Schwendi-
mann e al., 2015). Acco ding o he conclusion o an e hnog aphic s udy conduc ed
in o he Voca ional Educa ion and T aining (VET) heal hca e con ex , he “ e lec i e
p ocesses ake place wi hin a ange o se ings, con ac s and h ough ac i i ies, many o
which a e ini ia ed and enac ed by he [pa icipan s] hemsel es”(Wegene , 2013,p.
471). The e lec ion p ocess is a ecu ing elemen in se e al expe ien ial lea ning he-
o ies. I assumes di e en oles, as i can be seen in he ollowing illus a i e examples:
a) acco ding o he Dewey’s(1933) expe ien ial lea ning heo ies, he e lec i e hough
allows o e i y he ounda ions o belie s, and he alidi y o he ou inely p ac ices, as
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 2 o 16
well as he knowledge on which hey a e based; b) he ou -s age expe ien ial lea ning
model by Kolb (1984), p o ides o a e lec i e obse a ion phase, be ween he conc e e
expe ience and he abs ac concep ualiza ion phases; c) acco ding o Schön’s(1987)
iew on he na u e o he e lec i e p ac ices, e lec ion allows p ac i ione s o lea n
om unexpec ed ou comes and om e en s ha come ou o he ou inely ac ions, ac-
i a ing he a en ion and c ea ing a p e equisi e o sel -lea ning which akes place
h ough e lec ion. These and many o he heo e ical amewo ks (e.g., Boud, Keogh, &
Walke , 1985; Enges öm, 1987; Ja is, 2009; Moon, 1999) de ine he ole o e lec ion
in lea ning p ocesses, bu , jus aking a look a he encyclopedic de ini ion a ibu ed o
e lec ion i is possible o unde s and i s ole in he lea ning p ocesses ela ed o wo k
and o he skills de elopmen :
“Re lec ion plays an impo an ole in expe ien ial lea ning, bo h cogni i ely and
me acogni i ely. I has been widely discussed in he li e a u e as an impo an
app oach o p omo ing lea ning and highe o de hinking skills, de eloping
p o essional p ac ices, and acili a ing and s uc u ing lea ning h ough expe iences”
(Looi & Wu, 2015,p.610)
Technology is o en iden i ied in he li e a u e as a means o suppo e lec ion and
hen able o os e he “b idging unc ion”be ween he wo king and school con ex , be-
cause echnologies “can se e many oles o suppo wo k-based lea ning”(Ma ga yan,
2008, p. 17). In his amewo k, he “E ah aum”is a pedagogical model (Schwendi-
mann e al., 2015), consis ing “o echnology-enhanced spaces ha acili a e con e sa-
ions be ween wo k and school […] con ex in i e a i e loops”(p. 373). In he
E ah aum, he bounda y-c ossing be ween he con ex s is allowed by a sca olded
space o e lec ion on expe iences. In ac , he name o he model is he esul o he
combina ion o he Ge man e ms ‘E ah ung’(expe ience) and ‘Raum’(space). Con-
cei ed o be complian wi h dual oca ional educa ion, and hen o a o lea ning
ac oss con ex s, he model is g ounded on expe ien ial lea ning; i gi es echnologies a
special ole o c ea e a speci ic “space”sus aining a e lec i e p ocess ha allows eal
expe iences o become knowledge (Schwendimann e al., 2015). This model con i ms
hen he ole o echnologies as bounda y objec s, gi en ha hey “could se e as b id-
ges be ween he school and he wo kplace as well as be ween he ac o s o hese di e en
loca ions”(Schwendimann e al., 2015, p. 371). Fu he mo e, i highligh s e lec ion as a
echnology-sca olded ac i i y able o u n expe iences in o knowledge, wi hou es ic-
ions abou he ypes o echnology used o implemen a ion. As an icipa ed, his
model, like many o he s udies conce ning i s b idging ac i i y, has been de eloped in
and o he VET con ex . Voca ional educa ion is a p i ileged loca ion o s udying his
opic, especially wi hin s a es ha p o ide a dual-sys em (e.g. Ge many, Swi ze land,
Aus ia, Denma k e c.) which allows s uden s (app en ices) o ca y ou he cu icula
ac i i ies al e na ing in i s di e en lea ning con ex s: in he VET school (in he class-
oom) and in he wo kplace (wo king o a company) (Ca aneo & Ap ea, 2018).
The Hype ideo and ideo anno a ion
Acco ding o se e al explo a o y s udies conduc ed wi hin - bu no only - he
Swiss dual-sys em, he Hype Video (HV) seems o be pa icula ly e ec i e in
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 3 o 16
highligh ing connec ions be ween class oom and wo k con ex , be ween au hen ic
wo k si ua ions and heo e ical subjec s (Ca aneo, Nguyen, Sauli, & Ap ea, 2015;
Ca aneo & Nguyen, 2016;Ca aneo&Sauli,2017; Ca aneo, an de Meij, Ap ea,
Sauli, & Zahn, 2018; Sauli, Ca aneo, & an de Meij, 2018). Mo eo e , as claimed
by Ca aneo & Ap ea (2018a) and Schwendimann e al. (2015), i seems pa icula ly
sui able o implemen ing he E ah aum model. In 2018 Sauli and colleagues
published a li e a u e e iew which aimed a highligh ing he concep and use o
HV. The au ho s d awn he cha ac e is ics which dis inguish he “classic” ideo
and he HV, spli ing hem in o wo g oups: 1) he undamen al ea u es allow a
non-linea ideo na iga ion (e.g. h ough segmen a ion o isual ables o con-
en ), ad anced con ol ea u es and he possibili y o link o include addi ional
ma e ial o i (e.g. documen s, o he ideos, desc ip ions e c.); 2) he op ional
ea u es allow o inse indi idual o collabo a i e ideo anno a ion and/o gene -
a e manual o au oma ed eedback (Sauli e al., 2018). The second ea u es’g oup
in pa icula “allow e lec ion abou he con en s and deepe unde s anding, which
is an impo an aspec o lea ning wi h ideos”(Sauli e al., 2018,p.126).Abo e
all, acco ding o se e al s udies summa ized by Ca aneo and Bold ini (2016),
“Video anno a ion acili a es indi idual e lec ion on p ac ices, he eby suppo ing
ex-pos moni o ing and e alua ing p ocesses, as well as an icipa o y ones
(Ca aneo, Nguyen, Sauli, & Ap ea, 2015,p.41)”. As epo ed abo e, he e icacy
o ideo anno a ion has al eady been s udied by se e al esea che s (e.g. Colasan e,
Kimp on, & Hallam, 2014; Rich & Hanna in, 2009). Howe e , o he bes o ou
knowledge, s udies abou he quali a i e di e ences be ween a e lec ion p ocess
ac i a ed wi h and wi hou he use o ideo anno a ion s ill equi e in es iga ion.
Fu he mo e, he use o HV should also be examined ou o he VET con ex , in
o de o os e he connec ion be ween di e en lea ning loca ion, wo kplace and
school in pa icula .
Resea ch aims and ques ions
I is hough ha ha ing mo e in o ma ion abou he quali a i e ea u es o he e-
lec i e p ocess ac i a ed by he ideo anno a ion could suppo eache s and
aine s - especially hose in VET - in eaching design, because, in o de o ob ain
an e ec i e lea ning p ocess suppo , echnologies need o be adap ed and con ex-
ualized depending on he lea ning con ex , as ema ked by Ha ie’s me analysis
(Ha ie, 2009). The e o e, he p esen s udy is ocused on he e lec i e p ocesses
ac i a ed by he s uden s while ca ying ou a e lec i e ac i i y on sel -made ideo
in e iews using he ideo anno a ion ool. This s udy aims o e i y whe he he
use o his inno a i e eaching ool in a VET-o ien ed uni e si y con ex can s imu-
la e lea ning p ocesses ha encou age e lec ion on wo king p ac ices. So, he e-
sea ch ques ion ha guided he p esen s udy is he ollowing: Does he use o he
ideo anno a ion, a ea u e o he HV, allow he s uden s o ac i a e a quali a i ely
di e en e lec i e p ac ice compa ed o he e lec i e p ac ice ac i a ed wi hou
he suppo o his echnology? O be e ye , how can he HV be use ul o VET
eache s and aining ope a o s o os e a connec ion be ween heo e ical concep s
and wo k p ac ices? This s udy ep esen s he i s , explo a o y, phase o a wide
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 4 o 16
esea ch p ojec aimed a disco e ing he po en ial o ideo- ela ed echnologies in
VET- eache educa ion.
Me hods
In o de o answe he p oposed ques ion, gi en i s desc ip i e na u e, a The-
ma ic Quali a i e Tex Analysis (TQTA) was conduc ed, because “ hema ic ana-
lysisisp ima ilyadesc ip i es a egy ha acili a es he sea ch o pa e ns o
expe ience wi hin a quali a i e da a se ”(Ay es, 2008, p. 867). Speci ically, he
analysis p ocedu e o TQTA p oposed by Kucka z (2014)wasemployed.The
choice ell upon Kucka z’s p oposal because, unlike he classic e sion o TQTA
(Ay es, 2008), i lends i sel o a da a-d i en app oach. The analysis was ca ied
ou in wo mac o-s eps: in he i s s ep a codebook was d a ed on he basis o
he ca ego y sys em ha eme ged by analyzing a andom sample o e lec i e e-
po s in acco dance wi h he G ounded Theo y (GT) app oach (Glase , S auss, &
S u zel, 1968); in he second s ep a la ge sample o ex s was codi ied h ough
he coding scheme laid ou in he codebook. A e he analysis p ocess, he cod-
ing equency (in e ms o numbe o wo ds) o he ex s belonging o he s u-
den s who used he anno a ion ool was compa ed wi h hose o he s uden s
who did no ecei e any indica ions ega ding ideo anno a ion ools o ca ying
ou he assignmen . To his end, desc ip i e s a is ics, co ela ional analysis and
T- es we e employed. The nex sec ions epo de ail on he da a collec ion and
da a analysis p ocesses.
Con ex and pa icipan s o he s udy
The con ex in which he p esen s udy ook place is he bachelo cou se “Educa ional
Sciences in O ganiza ions”held a he Uni e si y o Ve ona, du ing he academic yea s
2015/2016 and 2016/2017. Speci ically, he s udy-se ing is he module i led “T aining
didac ics”which is scheduled o he i s yea o he cou se ou lined abo e. The p i-
ma y eason o his choice was ha his cou se e en ually ga e o he s uden s he op-
po uni y o ope a e in he VET sec o . Fu he mo e, he main objec i e o he
module is o imp o e he cou se pa icipan s’knowledge and compe encies by e-
ducing he gap be ween he s uden s and p o essional p ac ices, in o de o make
hem capable o concep ualizing and designing app op ia e ins uc ional ac i i ies
in acco dance wi h he speci ic lea ning si ua ions o e ed by he ele an wo k
p ac ices and he aining cou ses linked o wo k con ex s. The e o e, he aining
ac i i ies o eseen in he module ha e been chosen and designed in o de o de-
elop he s uden s’skills in wo k-p ac ice analysis, i.e., o achie e a deep unde -
s anding o he p ac ices’c ucial cha ac e is ics h ough a e lec i e app oach,
which in u n di ec s hem in pu ing in o wo ds he new acqui ed knowledge
(Tacconi, 2015). Bo h in he academic yea s 2015/2016 and 2016/2017, he inal
exam o he module was s uc u ed in h ee pa s: 1) w i en exam, 2) o al
exam, 3) p ojec wo k comple ion. Each pa o he examina ion is e alua ed on
i s own me i s by he eache : he inal g ade o he module is made up o he
sum o he g ades pe aining o each sec ion. The hi d pa o he exam ga e
he s uden s wo op ions (be ween which hey could choose) o be comple ed by
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 5 o 16
he end o he semes e ou o he cou se ime able. One op ion asked s uden s a
e lec i e epo on a ee-choice’book. The o he op ion, which is he subjec o
he p esen esea ch, asked he s uden s o a) make a ideo-in e iew on a wo k
p ac ice (a p o essional ac i i y) and, b) d a a e lec i e epo on he con en o
his ideo and he hough p ocess pu in place du ing he ideo making. The
s uden s could choose he in e iewee (wha e e kind o p o essional), he wo k
p ac ice and, whe e o shoo he ideo (usually a he wo kplace o he in e -
iewee). They also had o ge he ideo equipmen au onomously. The assignmen
desc ibed abo e had di e en ules o implemen a ion in he wo academic yea s:
he s uden s o in he academic yea 2015/2016 (G oup A)had omake he
ideo-in e iew and w i e he e lec i e epo wi hou ecei ing es ic ions o
sugges ions; he s uden s in he academic yea 2016/2017 (G oup B)had o
comple e he same asks using he “iVideo”(iVideo, 2018) so wa e, an HV sys-
em also in eg a ing ideo anno a ion unc ions. Speci ically, he second g oup
had o make he ideo-in e iew in he o m o an HV and o d a he e lec i e
epo by inse ing ideo anno a ions h ough he dedica ed iVideo ea u e. The
same G oup B also pa icipa ed in a 4-h long aining session on he HV and
we e assis ed by a u o in o de o sol e any echnical p oblems ha could a ise
wi h espec o he c ea ion o he HV. On he con a y, as p e iously men ioned,
he s uden s o G oup A didn’ ecei e any dedica ed aining o suppo as hey
did no use he HV so wa e. All he s uden s in ol ed (G oup A and G oup B) could
choose he wo king me hod o ideo p oduc ion, ha is o say, eamwo k o indi idual
wo k. The s uden s who chose o p oduce he ideo oge he wi h o he pee s also had o
w i e a pa o he e lec i e epo indi idually. The s uden s o G oup A and G oup B
who chose o make he ideo-in e iew and d a he e lec i e epo ( he op ion
explained abo e) o ca y ou he hi d pa o he exam we e in ol ed in he esea ch. All
he in e iewees signed a s anda d consen o m which explici ly allows o he use o he
ga he ed ideo-ma e ial o esea ch pu poses. The depa men ’e hics commi ee
app o ed he s anda d consen o m.
Da a collec ion
In academic yea 2015/2016 he 74% o s uden s choose o make he ideo-
in e iew, while in academic yea 2016/2017 he 69% chose his op ion. All he
ideos p oduced and he e lec i e epo s d a ed by he s uden s o G oup A and
Table 1 O e iew o he collec ed da a
Academic
Yea
Technology
used
Sub-
g oup
S uden s’
Wo king
Me hod
Amoun o
collec ed ideos
Amoun o collec ed
e lec i e epo s
Amoun o
selec ed ideos
2015/2016 G . A
(unspeci ied)
A Team wo k 38 84 14
2015/2016 G . A
(unspeci ied)
Ai Indi idual wo k 29 29 14
2016/2017 G . B
(iVideo)
B Team wo k 30 69 14
2016/2017 G . B
(iVideo)
Bi Indi idual wo k 15 15 14
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 6 o 16
G oup B we e collec ed and ca alogued. The ma e ials o he s uden s who did no
comply wi h bo h he eques s o who did no ecei e an e alua ion on he same
we e no aken in o conside a ion o he pu poses o he s udy. All o he o ma s
o he ex iles we e checked and, i necessa y, con e ed o ensu e compa ibili y
wi h N i o 11 so wa e (N i o P o.11, 2015). The ma e ials ga he ed wi h espec
o each g oup ha e been di ided in o as many sub-g oups, depending on he wo k-
ing me hods employed by he s uden s ( eamwo k o indi idual wo k). The ollow-
ing Table 1shows he numbe s pe aining o he ma e ials collec ed o each
g oup. One hund ed nine y-se en e lec i e epo s and 112 ideos we e collec ed
al oge he .
In addi ion o he ma e ials submi ed by he s uden s, he g ades a ibu ed by he
eache o he s uden s we e also collec ed. Only he ma ks ela ed o he hi d pa o he
exam desc ibed abo e we e aken in o accoun o he analysis because he o he wo pa s
conce ned di e en con en s and lea ning ma e ials.
In o de o de ine he co pus o da a ele an o he analysis, he e lec i e epo s o
each sub-g oup we e o de ed om he lowes ma k o he highes ma k. A e ha , in
e e y sub-g oup, 7 e lec i e epo s wi h he highes g ade and he 7 e lec i e epo s
wi h he lowes g ade we e selec ed o he analysis, o a o al o 56 ex s. The leng h o
bo h he e lec i e ex s (measu ed in wo ds) and he co esponding ideos (measu ed in
seconds) was collec ed and added o he da a se .
S ep 1 – he codebook’d a ing
As men ioned abo e, in o de o ou lying a codebook based on he s uden s’ e-
lec i e epo s, a sample o e lec i e ex s was andomly aken ou o he en i e
co pus o da a. In acco dance wi h he Co bin and S auss’GT app oach o da a
analysis (Co bin & S auss, 2008), he selec ed epo s we e analyzed by ollowing
he open coding and axial coding p ocedu es, which p o ide o he es ablishmen
o a ca ego y sys em based on da a. The analysis was conduc ed pu suan o he
ollowing esea ch ques ions: Wha a e he cha ac e is ics o he e lec i e epo s?
Wha a e he main opics discussed by he s uden s in hei e lec i e ex s? The
coding was ca ied ou sepa a ely by wo code s who gene a ed wo di e en se s
o ca ego ies and coding. The wo code s and a hi d membe o he esea ch eam
compa ed he se s o ca ego ies in o de o ob ain a unique and sha ed coding sys-
em h ough a dialogic p ocess. The ob ained coding sys em – epo ed in Table 2
–is composed by a hie a chy o ca ego ies and sub-ca ego ies induc i ely based on
da a wi h 21 coding possibili ies.
On he basis o he hie a chy epo ed in Table 2, a guideline documen o
code s - a codebook - was d a ed. The codebook con ains he ollowing ele-
men s: he coding p ocedu e; he minimum size o he coding uni s; he ca ego y
sys em; he desc ip ion and explana ion o ca ego ies and subca ego ies; examples
o pieces o ex coded using he p ocedu e.
The codebook was es ed and uned up by he esea ch eam employing i on a
sample o e lec i e epo s which we e andomly selec ed om he sou ces ex-
cluded om he co pus o analysis. Be o e p oceeding wi h he coding o he sam-
ple, he wo code s we e in ol ed in a in ense aining on he use o codebook and
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 7 o 16
N i o 11 so wa e (N i o P o.11, 2015): se e al es s we e made o ensu e ha
hey unde s ood he meaning o he ca ego ies and how o a ibu e hem o he
pa s o he ex .
S ep 2 – he sample’coding
The 56 e lec i e epo s selec ed o he analysis we e dis ibu ed o he wo
code s and we e analyzed sepa a ely using he N i o 11 so wa e (N i o P o.11,
2015) and ollowing he codebook guidelines. Th ee ex s we e analyzed by bo h
he code s o check he in e code ag eemen . Gi en he high numbe o coding
op ions (21), he coe icien o in e class co ela ion h ough es F was calcula ed
on he h ee ex s’encodings using SPSS so wa e (IBM SPSS S a is ics, 2011).
The in e code ag eemen was con i med as he coe icien s esul ed > 0.6 in all
h ee cases and hei mean was 0,801 (SD = 0.1583). A e ha , hanks o he
ma ix coding ea u e o N i o 11 so wa e (N i o P o.11, 2015), he coding
equencies o all ca ego ies, in e ms o wo d numbe , ha e been ob ained. The
Table 2 The coding sys em and i s ca ego ies
Hie a chy o ca ego ies
1s Hie a chy Le el 2nd Hie a chy Le el Ca ego y
Label
The
S uden
epo s / Desc ibes / Na a es Wo k- ela ed e en s A
educa ion and / o aining- ela ed
e en s
B
Assignmen - ela ed e en s C
e lec s on he job o he wo k ( ega ding) he in e iewee D
hei wo k E
Wo k in gene al F
e lec s on educa ion and / o aining ( ega ding) ega ding he in e iewee G
hei educa ion and aining H
educa ion and aining in gene al I
e lec s on submi ed assignmen s e lec i e- epo d a ing L
ideomaking ( echnical aspec s) M
in e iew p epa a ion and
conduc ing
N
pos -p oduc ion (edi ing e c.) O
coope a ing wi h pee s P
he assignmen in gene al Q
epo s on wha he in e iewee disclosed - h ough
a desc ip ion - abou expe iences ega ding
wo k and pe sonal li e R
in e pe sonal ela ionships S
epo s on wha he in e iewee disclosed - h ough
a e lec ion - abou expe iences ega ding
wo k and pe sonal li e T
in e pe sonal ela ionships U
C oss-cu ing ca ego ies
a
he s uden e e s o speci ic
momen s in he ideo o in e iew
V
he s uden e e s o he eaching
module’s con en s
Z
a
Unlike o he coding possibili ies, c oss-sec ional ca ego ies can be used by p og amme s on al eady encoded po ions
o ex
Pe ini e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2019) 16:29 Page 8 o 16
wo d numbe was chosen as he uni o measu emen because i could well ex-
p ess he space dedica ed by he s uden s in he e lec i e epo s o he opics
iden i ied h ough he ca ego ies. All he eme ged da a we e o ganized in o a da a
se which was hen analyzed using SPSS so wa e (IBM SPSS S a is ics, 2011).
The use o quan i a i e analysis me hods epo ed below does no ha e he
ambi ion o gene alize he esul s o his explo a i e s udy, bu o p o ide a
p ecise and de ailed answe o he esea ch ques ion and o highligh also
unexpec ed ou comes, which a e no inhe en o he esea ch ques ion, bu s ill
in e es ing o he esea ch opic.
Resul s
Re lec i e epo s and co esponding ideo cha ac e is ics
Desc ip i e s a is ics (means (M) and s anda d de ia ions (SD)) abou he cha ac-
e is ics o e lec i e epo s and co esponding ideos spli in o g oups A and B
a e epo ed in Table 3.
Looking a he di e ences be ween he g oup means, he G oup B condi ion
(using HV and ideo anno a ion) seems o a ec he ideo du a ion and e lec i e
epo leng h. The Pea son coe icien s con i med he p esence o a co ela ion
bo h be ween ideo leng h and s udy g oup condi ions ( (56) = −.377, p< .005)
and be ween he la e and epo leng h ( (56)-.510, p< .001). On he con a y,
he co ela ion be ween ideo and epo leng h is no signi ican ( (56).112,
p= .372). The independen -sample T- es and he e ec -size coe icien con i med
he end:
he e was a signi ican di e ence in he ideo leng h o G oup A and G oup B
condi ions; (54) = 2.994, p<0.01,d= 0.800
he e was a signi ican di e ence in he epo leng h o g oup A and G oup B
condi ions; (54) = 4.362, p< 0.001,d= 1.166
Table 3 Repo and ideo cha ac e is ics spli in o G oup (A and B) and subg oups (A , B , Ai, Bi)
Sub-g oup/g oup N M SD
Video Time (in seconds) A 14 779,64 295,189
Ai 14 847,50 326,643
A 28 813,57 307,442
B 14 625,14 155,593
Bi 14 595,57 216,685
B 28 610,36 185,714
Repo s’leng h (Wo ds numbe ) A 14 1315,71 311,955
Ai 14 1265,93 425,771
A 28 1290,82 367,127
B 14 611,36 384,896
Bi 14 919,29 604,213
B 28 765,32 521,237
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