Student Video Production Research Summary Chart and Bibliography

Overview

Purpose: The information on this site was generated as part of a scoping study conducted to review the research literature on student video production in content-area classrooms. Findings from the scoping study are reported in the following article:

Snelson, C. (2018). Video production in content-area pedagogy: A scoping study of the research literature. Learning, Media and Technology, 43, 294–306. https://doi.org/10.1080/17439884.2018.1504788

Author: Chareen Snelson

Affiliation: Boise State University, Department of Educational Technology

Bibliography Publication Date: June 19, 2018.

All links were working at the time of publication.

Contents

Summary Chart-This chart shows a breakdown of each research article with an emphasis on the student video project that was implemented as part of the study.

Bibliography-A list of 61 articles published from 2006 through 2017. Each article references a research study of student video production in a content-area classroom. References are in APA style. Links were checked and working as of June, 2018.

Summary Chart

Bibliography (APA Style)

1. Adsanatham, C., Garrett, B., & Matzke, A. (2013). Re-inventing digital delivery for multimodal composing: A theory and heuristic for composition pedagogy. Computers and Composition, 30, 315–331. https://doi.org/10.1016/j.compcom.2013.10.004
2. Bonk, R. J., Simons, L. N., Scepansky, T. M., Blank, N. B., & Berman, E. B. (2009). A Multidisciplinary Assessment of “Chesteropoly” as an Academic-Service Experience. Journal of Experiential Education, 32, 155–177. https://doi.org/10.1177/105382590903200205
3. Bruce, D. L., & Chiu, M. M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66, 272–287. https://doi.org/10.1177/0022487115574291
4. Cavanagh, M., & Peté, M. (2017). Fashion students choose how to learn by constructing videos of pattern making. British Journal of Educational Technology, 48, 1502–1511. http://doi.org/10.1111/bjet.12505
5. Cayari, C. (2015). Participatory culture and informal music learning through video creation in the curriculum. International Journal of Community Music, 8, 41–57. https://doi.org/10.1386/ijcm.8.1.41_1
6. Cimasko, T., & Shin, D.-S. (2017). Multimodal resemiotization and authorial agency in an L2 writing classroom. Written Communication, 34, 387–413. http://doi.org/10.1177/0741088317727246
7. Doerr-Stevens, C. (2016). Drawing near and pushing away: Critical positioning in multimodal composition. Pedagogies: An International Journal, 11, 335–353. https://doi.org/10.1080/1554480X.2016.1229621
8. Doerr-Stevens, C. (2017). Multimodal exploration of civic stance in the English Language Arts classroom. English Teaching-Practice and Critique, 16, 6–28. http://doi.org/10.1108/etpc-11-2016-0142
9. Doubleday, A. F., & Wille, S. J. (2014). We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory. Anatomical Sciences Education, 7, 361–369. https://doi.org/10.1002/ase.1434
10. Dune, T., Bidewell, J., Firdaus, R., & Kirwan, M. (2016). Communication idol: Using popular culture to catalyse active learning by engaging students in the development of entertaining teaching and learning resources. Journal of University Teaching & Learning Practice, 13(5), 1–16. Retrieved from http://ro.uow.edu.au/jutlp/vol13/iss5/15/
11. Dunsmore, K., & Lagos, T. G. (2008). Politics, media and youth: Understanding political socialization via video production in secondary schools. Learning, Media and Technology, 33, 1–10. https://doi.org/10.1080/17439880701868770
12. Frenzel, J. E., Skoy, E. T., & Eukel, H. N. (2013). Using student produced videos to increase knowledge of self-care topics and nonprescription medications. Currents in Pharmacy Teaching and Learning, 5, 44–48. https://doi.org/10.1016/j.cptl.2012.04.003
13. Goodman, S. (2010). Sex, literacy and videotape: Learning, identity and language development through documentary production with “overage” students. English Teaching: Practice and Critique, 9, 48–57. Retrieved from https://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2010v9n1art4.pdf
14. Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool : A case study. Computers & Education, 58, 223–230. https://doi.org/10.1016/j.compedu.2011.06.013
15. Gromik, N. A. (2017). The effect of theme preference on academic word list use: A case for smartphone video recording feature. Education and Information Technologies, 22, 2087–2101. http://doi.org/10.1007/s10639-016-9533-6
16. Grossman, G. D., & Richards, T. (2016). Active learning via student karaoke videos. International Journal of Teaching and Learning in Higher Education, 28, 204–217. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE2238.pdf
17. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. Retrieved from http://www.lltjournal.org/item/2749
18. Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students’ digital video projects as multimodal ensembles. TESOL Quarterly, 48, 655–685. https://doi.org/10.1002/tesq.138
19. Haines, S. L., & Van Amburgh, J. A. (2010). Instructional design and assessment: A vidcasting project to promote the pharmacist’s role in public health. American Journal of Pharmaceutical Education, 74(6), 1–9. https://doi.org/10.5688/aj740697
20. Hayes, M. T., & Petrie, G. M. (2006). “We”re from the generation that was raised on television’: a qualitative exploration of media imagery in elementary preservice teachers’ video production. International Journal of Qualitative Studies in Education, 19, 499–517. https://doi.org/10.1080/09518390600773304
21. Hilton, A., & Hilton, G. (2013). Incorporating digital technologies into science classes: Two case studies from the field. International Journal of Pedagogies and Learning, 8, 153–168. https://doi.org/10.5172/ijpl.2013.8.3.153
22. Hung, S.-T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners perceptions. British Journal of Educational Technology, 42, 736–746. https://doi.org/10.1111/j.1467-8535.2010.01086.x
23. Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers and Education, 98, 90–101. https://doi.org/10.1016/j.compedu.2016.03.009
24. Hung, S.-T. A., & Huang, H.-T. D. (2015). Video blogging and English presentation performance: A pilot study. Psychological Reports: Sociocultural Issues in Psychology, 117, 614–630. https://doi.org/10.2466/11.PR0.117c20z6
25. Jensen, M., Mattheis, A., & Johnson, B. (2012). Using student learning and development outcomes to evaluate a first-year undergraduate group video project. CBE Life Sciences Education, 11, 68–80. https://doi.org/10.1187/cbe.11-06-0049
26. Kearney, M. (2013). Learner-generated digital video: Using ideas videos in teacher education. Journal of Technology & Teacher Education, 21(3), 321–336. Retrieved from http://www.learntechlib.org/p/41935/
27. Keiller, L., & Inglis-Jassiem, G. (2015). A lesson in listening: Is the student voice heard in the rush to incorporate technology into health professions education? African Journal of Health Professions Education, 7, 47–50. Retrieved from http://www.ajhpe.org.za/index.php/ajhpe/article/view/371
28. Kwan, K., Wu, C., Duffy, D., Masterson, J., & Blair, G. K. (2011). Lights, camera, surgery: A novel pilot project to engage medical students in the development of pediatric surgical learning resources. Journal of Pediatric Surgery, 46, 962–965. https://doi.org/10.1016/j.jpedsurg.2011.02.029
29. Loch, B., & Lamborn, J. (2016). How to make mathematics relevant to first-year engineering students: Perceptions of students on student-produced resources. International Journal of Mathematical Education in Science and Technology, 47, 29–44. https://doi.org/10.1080/0020739X.2015.1044043
30. Lockeman, K. S., Lanning, S. K., Dow, A. W., Zorek, J. A., DiazGranados, D., Ivey, C. K., & Soper, S. (2017). Outcomes of introducing early learners to interprofessional competencies in a classroom setting. Teaching & Learning in Medicine, 29, 433–443. http://doi.org/10.1080/10401334.2017.1296361
31. Loizzo, J., Borron, A., Gee, A., & Ertmer, P. A. (2016). Teaching convergence in 21st Century undergraduate agricultural communication: A pilot study of backpack multimedia kits in a blended, project-based learning course. Journal of Applied Communications, 100, 100–119. https://dx.doi.org/10.4148/1051-0834.1033
32. Loveless, A., Burton, J., & Turvey, K. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking Skills and Creativity, 1, 3–13. https://doi.org/10.1016/j.tsc.2005.07.001
33. Luptakova, G., & Antala, B. (2017). Collaborative learning with application of screen-based technology in physical education. Montenegrin Journal of Sports Science and Medicine, 6(2), 49–56. http://doi.org/10.26773/mjssm.2017.09.007
34. Markowitz, L., & Puchner, L. (2016). Troubling the ontological bubble: Middle school students challenging gender stereotypes. Journal of Gender Studies, 25, 413–426. https://doi.org/10.1080/09589236.2014.987657
35. McCaslin, S. E., & Young, M. (2015). Increasing student motivation and knowledge in mechanical engineering by using action cameras and video productions. Advances in Production Engineering & Management, 10, 87–96. https://doi.org/10.14743/apem2015.2.194
36. Mejía, G. (2016). Promoting language learning: The use of mLearning in the Spanish classes. Revista de Lenguas Para Fines Específicos, 22(1), 80–99. Retrieved from https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/494
37. Mogull, S. A. (2014). Integrating online informative videos into technical communication service courses. IEEE Transactions on Professional Communication, 57, 340–363. https://doi.org/10.1109/TPC.2014.2373931
38. Naqvi, S., & Mahrooqi, R. Al. (2016). ICT and language learning: A case study on student-created digital video projects. Journal of Cases on Information Technology, 18(1), 49–64. https://doi.org/10.4018/JCIT.2016010104
39. Nikitina, L. (2009). Student video project as a means to practice constructivist pedagogy in the foreign language classroom. Journal of Educators & Education / Jurnal Pendidik Dan Pendidikan, 24, 165–176. Retrieved from http://apjee.usm.my/APJEE_24_2009/JPP24_10_LarisaNikitina_165-176.pdf
40. Nikitina, L. (2010). Addressing pedagogical dilemmas in a constructivist language learning experience. Journal of Scholarship of Teaching and Learning, 10(2), 90–106. Retrieved from http://josotl.indiana.edu/article/view/1741/1739
41. Nikitina, L. (2011). Creating an authentic learning environment in the foreign language classroom. International Journal of Instruction, 4(1), 33-46. Retrieved from http://www.e-iji.net/dosyalar/iji_2011_1_3.pdf
42. Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. System, 62, 39–52. https://doi.org/10.1016/j.system.2016.07.001
43. O’Donoghue, M., & Cochrane, T. A. (2010). The role of live video capture production in the development of student communication skills. Learning, Media and Technology, 35, 323–335. https://doi.org/10.1080/17439884.2010.509350
44. Omar, H., Khan, S. A., & Toh, C. G. (2013). Structured student-generated videos for first-year students at a dental school in Malaysia. Journal of Dental Education, 77, 640–647. Retrieved from http://www.jdentaled.org/content/77/5/640.full
45. Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The use of Youtube as a tool for learner-generated content: Effects on students’ learning outcomes and satisfaction. Computers & Education, 95, 254–269. https://doi.org/10.1016/j.compedu.2016.01.007
46. Penttilä, J., Kallunki, V., Niemi, H. M., & Multisilta, J. (2016). A structured inquiry into a digital story: Students report the making of a superball. International Journal of Mobile and Blended Learning, 8(3), 19–34. https://doi.org/10.4018/IJMBL.2016070102
47. Pereira, J., Echeazarra, L., Sanz-Santamaría, S., & Gutiérrez, J. (2014). Student-generated online videos to develop cross-curricular and curricular competencies in Nursing Studies. Computers in Human Behavior, 31, 580–590. https://doi.org/10.1016/j.chb.2013.06.011
48. Pillay, J. D. (2017). Selfies 2015: Peer teaching in medical sciences through video clips - a case study. African Journal of Health Professions Education, 9, 164–167. doi:10.7196/AJHPE.2017.v9i4.803. Retrieved from http://www.ajhpe.org.za/index.php/ajhpe/article/view/941
49. Pirhonen, J., & Rasi, P. (2017). Student-generated instructional videos facilitate learning through positive emotions. Journal of Biological Education, 51, 215–227. http://doi.org/10.1080/00219266.2016.1200647
50. Ranker, J. (2008). Composing across multiple media: A case study of digital video production in a fifth grade classroom. Written Communication, 25, 196–234. https://doi.org/10.1177/0741088307313021
51. Shapiro, D., Tomasa, L., & Koff, N. (2009). Patients as Teachers, Medical Students as Filmmakers: The Video Slam, A Pilot Study. Academic Medicine, 84, 1235–1243. https://doi.org/10.1097/ACM.0b013e3181b18896
52. Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33, 58–68. http://doi.org/10.1080/21532974.2016.1276871
53. Smythe, S., Toohey, K., & Dagenais, D. (2016). Video making, production pedagogies, and educational policy. Educational Policy, 30, 740–770. https://doi.org/10.1177/0895904814550078
54. Stratton, M. T., & Julien, M. (2014). Xtranormal learning for millennials: An innovative tool for group projects. Journal of Management Education, 38, 259–281. https://doi.org/10.1177/1052562913504923
55. Sun, Y.-C., & Yang, F.-Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28, 202–219. https://doi.org/10.1080/09588221.2013.818555
56. Tabor, S. W., & Minch, R. P. (2013). Student adoption & development of digital learning media: Action research and recommended practices. Journal of Information Technology Education: Research, 12, 203–223. Retrieved from http://www.jite.org/documents/Vol12/JITEv12ResearchP203-223Tabor1191.pdf
57. Thomas, K. A., & Marks, L. (2014). Action!: Student-generated videos in social work education. Journal of Technology in Human Services, 32, 254–274. https://doi.org/10.1080/15228835.2014.922912
58. Walters, L. M., Green, M. R., Goldsby, D., Walters, T. N., & Want, L. (2016). Teaching pre-service teachers to make digital stories that explain complex mathematical concepts in a real-world context: The “math-eo” project, creating “cool new tools.” International Journal of Technology in Mathematics Education, 23, 129–144. Retrieved from http://www.researchinformation.co.uk/time/contents/timecont.php
59. Warholak, T. L., Gilligan, A. M., Hurwitz, J. T., Slack, M., Spivey, C. A., & Chisholm-Burns, M. (2010). Assessing student perceived outcomes for a Methods Television (MTV) video project in a research methodology class. Currents in Pharmacy Teaching and Learning, 2, 211–217. https://doi.org/10.1016/j.cptl.2010.07.006
60. Willmott, C. J. R. (2015). Teaching bioethics via the production of student-generated videos. Journal of Biological Education, 49, 127–138. https://doi.org/10.1080/00219266.2014.897640
61. Winnie, S. W. M. (2010). Meaning representation in video outcomes of inquiry project. Computers and Education, 55, 1532–1541. https://doi.org/10.1016/j.compedu.2010.06.019