A Case Study of Using an Interactive Video Annotation Tool to Support Collaborative Learning
In higher education, it is becoming more important to engage students with innovative pedagogy. Blended classroom teaching approach has been gaining importance in higher education sector. The innovative teaching approach allows the compromise of integrating teaching technologies into a teaching/learning process and support students’ achievement of the intended learning outcomes. Multimedia technology can be used as a viable way to create more engaging and enjoyable learning environments to students through improving their cognitive attention, authentic knowledge and emotional interest in the subject matter. Videos become a powerful technological tool in education. Video that presented in a clear and creative ways is more effective to articulate tacit information and complicated knowledge to students. A short video embedded in class could help to improve students’ understanding on the topic and stimulate group discussion and interactions. However, the benefits would not be significant if the video is only used as a passive way in teaching and learning. Advances in video technologies have provided opportunities for students to now annotate videos as a strategy to support their achievement of the intended learning outcomes. In this study, an innovative video annotation pedagogy was employed, by which learners can actively annotate, highlight, comment and explain the interesting or important contents in the video. In addition, video annotation provides an easy and interactive way for discussion and reflection on the video content. This research aims to examine student interaction and learning supported by a collaboratively video annotation pedagogy in higher education. In this study, Video Ant was selected as the interactive video annotation tool. The researcher examined the topic through a quantitative approach. 58 sets of questionnaire survey were collected and were applied to evaluate how students participated and interacted with the video annotation tool and how they perceived their learning experience. The empirical findings suggested that students participated actively in the collaborative learning activity and were more motivated, engaged and enjoyed the subject. Results showed that the interactive video annotation teaching pedagogy has supported the instructor to establish a collaborative environment for students to enhance their learning outcomes. It also significantly improve students’ learning reflection, motivate peer interaction and enhance the collaborative learning experience.
Index terms - video annotation, collaborative learning, higher education, online environment