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Chang, A. S. C., & Lee, N. H. (1999). The use of video recording as a research tool and feedback: Advantages and disadvantages. In M. Waas (Ed.), Enhancing learning: Challenge of integrating thinking and information technology into the curriculum: Proceedings of the 12th Annual Conference of the Educational Research Association ( pp. 300-304). Singapore: Plaza Parkroyal Hotel.
The use of video-recording as a means of research in psychology is not new but it is not often used in Singapore for a number of reasons. Manpower, lack of technical assistance and time constraints are some comely cited reasons for the reluctance to use video-taping as a form of record taking. But the extensive use of video-recording by Prof. Jim Stigler in a substudy of the TIMSS on the comparison of classroom practices has given compelling evidence on the versatility of the use of video-recording in comparative research. Encouraged by the powerful evidence provided by the TIMSS, the writers have attempted video-recording in a comparative study of classroom practices in primary mathematics. The process of video analysis is undoubtedly time-consuming, but it is also an invaluable learning experience. This
paper attempts to discuss the advantages and disadvantages of using video-recording as a form
of research record keeping and for feedback in learning–teaching situations.
This paper was published in the 1999 Proceedings of the ERA Annual Conference held at Plaza Parkroyal Hotel, Singapore from 23-25 November 1998
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