Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13764
Title: 
The use of video recording as a research tool and feedback: Advantages and disadvantages
Authors: 
Issue Date: 
Dec-1999
Citation: 
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.
Abstract: 
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.
Description: 
This paper was published in the 1999 Proceedings of the ERA Annual Conference held at Plaza Parkroyal Hotel, Singapore from 23-25 November 1998
URI: 
Appears in Collections:Conference Papers

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