Critical Thinking in Collaborative Video Annotations: Relationships Between Criticism and Higher Order Thinking

View Sample PDF

Author(s): Craig D. Howard (The University of Tennessee Knoxville, USA)
Copyright: 2019
Pages: 22
Source title: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Source Author(s)/Editor(s): Gina J. Mariano (Troy University, USA)and Fred J. Figliano (Troy University, USA)
DOI: 10.4018/978-1-5225-7823-9.ch024

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

Purchase

View Critical Thinking in Collaborative Video Annotations: Relationships Between Criticism and Higher Order Thinking on the publisher's website for pricing and purchasing information.

Abstract

Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT than positive judgements of expert teacher practices. One hundred forty-one learners' small group discussions in CVA showed HOT annotations devoid of all judgment were the most frequent, and of HOT annotations that did contain criticism, applications of knowledge co-occurred most often with critical judgments, while analysis co-occurred most often with positive judgements, and intellectual modesty with mixed criticism. Results suggest that designs aimed at supporting critical thinking might benefit from expanded explanations of the purpose of observations and scaffolds to support the withholding of criticism.

The IRMA Community

Research IRM

Critical Thinking in Collaborative Video Annotations: Relationships Between Criticism and Higher Order Thinking

Purchase

Abstract

Related Content

IRMA Sponsors