Abstract:

Introduction
This study explores the potential of using digital technology in teacher education to build student engagement in terms of reading motivation and collective reflection. Research indicates that pre-service and in-service teachers report low enthusiasm in reading, and that particularly students need guidance to engage in stimulating reflections about what they read [1].

Collective reflection (e.g. between students, and between students and lecturers) must be facilitated in new ways given the changes in many educational programs often merging on- and off-campus activities by means of digital tools. More knowledge is requested, however, on how the use of digital technology can enhance quality of higher education characterized by engaged students [2]. Multimedia technologies, such as video-sharing, are suggested as a motivating alternative to text-mediated reflective practice [3]. The aim of this exploratory study is therefore to investigate how the social video-sharing platform Flipgrid can be used to enhance reading motivation and collective reflection.

Theoretical framework
The Community of Inquiry (CoI) model [4] emphasizing a learning environment where students feel a connection with other learners and the lecturer and engage in collaborative learning, will serve as a framework for this study. Within this model cognitive-, social- and teaching presence are linked to educational experience and learning outcome.

Method
Two groups of participants took part in this exploratory study, both connected to the teacher education program. Group 1 consists of 29 bachelor students in special needs education, and Group 2 consists of 34 students from the master’s programme “ICT in learning”. All students took part in a 12 week trail with regularly video production and sharing in Flipgrid. Observations are written as field notes after watching the video material. Questionnaires using a 5 point Likert-scale were administered to all 63 respondents whilst interviews were conducted with 4 selected students from each group to elaborate on variations in the students’ experiences with the trial.

Expected findings
Analyses are ongoing. However, preliminary observations indicate findings in line with previous reports [5]) suggesting that teaching with Flipgrid can increase the students’ involvement during lectures, promote verbal reflective development, and help instructor gauge and support student understanding of course concepts.

References
[1] H. Skaar, L. Elvebakk and J. H. Nilssen, "Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences," Teaching and Teacher Education, vol. 69, pp. 312-323, 2018.
[2] K. Morgan, M. Morgan, L. Johansson and E. Ruud, "A systematic mapping of the effects of ICT on learning outcomes," Knowledge Center for Education, Oslo, 2016.
[3] G. Cheng and J. Chau, "Digital video for fostering self-reflection in an ePortfolio environment," Learning, Media and Technology, vol. 34, no. 4, pp. 337-350, 2009.
[4] D. R. Garrison, E-learning in the 21st century: A Community of Inquiry Framework for research and practice, 3 ed., London: Routledge/Taylor & Francis, 2017.
[5] R. R. Næss, M. Hontvedt and M. Oddvik, "Video Blogging in Teacher Education," in NERA 2019: Abstract book, Uppsala, 2019.

Keywords:

Higher education, web 2.0 technology, video-sharing, student engagement, academic reading, student reflection.