video to enhance students’ reflection (in dance education)
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Leijen, A., Lama, I., Wildschutb, L., Simonsa, P.R. & Admiraalc, W. (2009). Streaming video to enhance students’ reflection in dance education. Computers & Education archive. 52 (1). P 169-176
- To support dance students’ reflections processes
- Online peer feedback activity
- The results revealed that students in both courses considered steaming video as effective for carrying out self-
evaluations (p. 169) - Developing students’ reflection on their learning and behaviour is currently one of the major learning goals in higher education Reflection can generally be defined as a cognitive process carried out in order to learn from experiences (Moon, 2004) through individual inquiry and collaboration with others (Dewey, 1933). It has been pointed out that reflection leads to deeper learning (Moon, 2004), to achievement of more complex and integrated knowledge structures, and to more accessible and usable knowledge (Billing, 2007) (169)
- reflection is essential for students to learn how the audience may perceive their performance(169)
- building up a professional identity (169)
- and to ground their experiences in the relevant professional context
- Despite its relevance and inclusion in educational practices, reflection is a challenging activity for dance students, and as reported in previous Studies needs further facilitation (170)
- In the current study, we focused on how ICT facilitation can be used to support dance students in carrying out reflection processes. (170)
dance students should trust the validity of their experiences without spending a lot of time worrying about the judgments of others (170)
dance students might lack the criteria for evaluation (170) - In higher education, web-based learning environments are commonly used to support students’ reflection on competencies (170)
We believe dance students are most likely to benefit from video recordings; these can help them to develop a more realistic and rich description of their practice. (170) - In regard to the difficulties associated with sharing one’s ideas in a group, certain conditions need to be met to enable students to relate to the multiple perspectives. In general, a safe environment and trust need to be established in the group to support proactive interaction(171)
- In addition, some students indicated that viewing the composition on video helped them to develop understanding of the composition as a whole or to consider the work from the audience perspective. (173)
- multiple perspectives (173-174)
- The study was begun with the premise that ICT facilitation can support dance students in carrying out three processes of reflection: describing an experience, evaluating an experience, and relating to multiple perspectives. (175)