1. Meg Bates
  3. University of Illinois, Urbana-Champaign, University of Chicago, New York University
  1. Genevieve Henricks
  3. University of Illinois, Urbana-Champaign

Understanding and Improving Learning from Online Mathematics Classroom Videos

NSF Awards: 1621253

2018 (see original presentation & discussion)

Adult learners

Researchers at the University of Illinois, University of Chicago, and New York University have been exploring how teachers learn from online lesson videos. Using the Everyday Mathematics Virtual Learning Community as a test site, they have completed several studies related to how teachers perceive their learning from online elementary mathematics lesson videos and how different variables in the presentation of the videos can be adjusted to influence the level of teacher reflection. The project team has also redesigned the Virtual Learning Community site based on preliminary findings to improve user experiences. This video will present findings from the first two years of work on this study, as well as questions to consider moving forward.

This video has had approximately 191 visits by 160 visitors from 60 unique locations. It has been played 106 times.
Click to See Activity Worldwide
Map reflects activity with this presentation from the 2018 STEM for All Video Showcase: Transforming the Educational Landscape website, as well as the STEM For All Multiplex website.
Based on periodically updated Google Analytics data. This is intended to show usage trends but may not capture all activity from every visitor.
show more
Discussion from the 2018 STEM for All Video Showcase (6 posts)
  • Icon for: Nadine Bonda

    Nadine Bonda

    Assistant Professor
    May 15, 2018 | 09:14 a.m.

    This is such an important topic: when teachers go online to view videos, do they come away with a deep understanding of the topic or with simply the activity for the day?  Building in an opportunity for reflection while still allowing teachers to get what they need to teach their classes and get on with their lesson design in short order is a difficult problem.  You have stated an important problem, I am wondering what some of the initial ideas are that you are exploring.

  • Icon for: Genevieve Henricks

    Genevieve Henricks

    May 15, 2018 | 04:32 p.m.

    Hi Nadine, thanks for the question! The balance between deep learning and time certainly has been on the forefront of our minds during this investigation, especially given that teachers said that time was one of the main reasons why they did not participate. To help focus teachers' attention on the important issues (and not spend as much time on extraneous features), our second study tested an array of prompts with 300 VLC users to see which ones get teachers digging into the meat of the videos. We are currently coding them and will be excited to report our findings!

  • Icon for: Brian Drayton

    Brian Drayton

    May 15, 2018 | 02:01 p.m.

    Very interesting.  On the basis of 20+ years' experience with online learning, it is not surprising to me that few of your teachers want to post.  1 in 20 is not a bad ratio!

       BUT:  One thing that can overcome some of the barriers or resistance to online interaction is face-to-face relationships amogn some of the participants.  The reality of those direct contacts helps translate into some more activity on line. 

        This leads me to one other thought, whch is the power of having teachers getting together to learn and discuss the videos — during a faculty meeting, or in some other more informal setting — where people can help each other notice things, chew ideas over, and debate about what they're seeing.  

  • Icon for: Genevieve Henricks

    Genevieve Henricks

    May 15, 2018 | 03:40 p.m.

    Hi Brian, thanks so much for taking the time to leave feedback. Indeed, we have found in our interviews that one of the barriers to participation is that the teachers feel anonymous and don't know others.  Quite a few teachers, however, said that they had no problem discussing and even critiquing the videos with their peers in their physical school buildings. Sherin and Van Es' (e.g., 2008) work on video clubs was very influential in this study and falls right in line with your point. Ultimately we hope that our investigation will result in an online solution that replicates the level of productivity and learning that we see in the face-to-face discussion of videos so that we can help teachers who might not have the option of meeting with other teachers face-to-face. 

  • Icon for: Nancy McGowan

    Nancy McGowan

    Math Instructional Coach
    May 16, 2018 | 12:40 a.m.

    I just joined VLC and viewed a few videos so that I would have a better understanding of the content.  What a wonderful resource of teachers sharing their everyday lessons. I can understand reluctance in posting videos and/or comments.  How do you intend to use the posted comments and discussions in your research? 

  • Icon for: Karen Economopoulos

    Karen Economopoulos

    Co-Director, Investigations Center for Curriculum and Professional Development
    May 16, 2018 | 05:14 p.m.

    This collection of videos seems like an amazing resource with lots of potential! Do the videos have focus questions or suggestions about what to observe with respect to teacher moves or understanding student thinking? 

    I think Brian's suggestion about other settings in which the videos could be used (staff meetings; PD sessions) is really interesting.

  • Further posting is closed as the event has ended.

Multiplex Discussion
  • Members may log in to post to this discussion.