A Reflective Experience and Strategies of Video Recording Analysis for Improving Instructions in a University

Abstract

The purpose of this study was to reflect on the experiences of a video recording analysis program for a university level class and to provide some program improvement strategies. The video recorded class was one of the classes the researcher taught in a National University of Education in the southern part of Korea. The class was consisted of 40 senior students. The video recording took place twice in the regular classroom. The researcher analyzed the video by using two tools, the checklist and reflective worksheets with 34 questions within 5 different elements to review (procedure, contents, methods and materials, interaction, attitude and movement). The positive side of this video recording analysis experience was that it extended the instructional style information beyond students’ evaluations. In general, course evaluation provides information of students’ satisfaction, but the video recording analysis gives a lot more practical details for the effective and ineffective elements of the class. In the meantime, the analysis tools were too focused on the less significant external factors such as teaching skills and methods. Besides, recording merely twice was insufficient to understand the teaching styles and patterns in order to make practical improvement suggestions for the class. The specific suggestions for the problems were discussed.