ABSTRACT

This practical, practice-based article sets out to define and describe vlogging based on the author’s experiences while teaching a blended learning course. Vlogging is a short duration video recording that engages the learner in critical self-reflection. It is a scaffolding strategy for moving students from a descriptive diary to situated experiences and into a more nuanced iterative reflexive, meaning-making self-identity. With smartphones, tablets, and computers readily accessible, students can easily use vlogging to capture the immediacy of their reflections that provides a time-lapse view nurturing a reflexive process. Further, instructors can use vlogging as a learning analytics tool to gather student feedback that provides insight into the learning process. Findings from an exploratory descriptive study offer insights into the challenges and benefits of using vlogging with blended learning.

摘要

这篇基于实践的实用文章旨在根据作者在教授混合学习课程时的经验来定义和描述视频博客。视频博客是一种短时间的视频录制，可以让学习者进行批判性的自我反思。这是一种脚手架策略，可以让学生从描述性日记转向情境体验，并进入更细致入微的迭代反思、意义创造的自我认同。随着智能手机、平板电脑和计算机的触手可及，学生可以轻松地使用视频博客来捕捉他们的即时思考，从而提供延时视图来培养反射过程。此外，教师可以使用视频博客作为学习分析工具来收集学生反馈，从而深入了解学习过程。