Improving teaching practice with a video-supported collaborative face-to-face and online knowledge building pedagogy approach and educational technology: a first outlook to the state of the art

Covid-19 pandemic partially transformed education in distance online learning or hybrid learning. Teachers made an admirable effort to keep education going on. However, students’ experienced motivations and discipline problems looking to ‘talking heads’ on their screen the whole day. They were missing interaction with peers, their teachers and the ‘warm coffee’ exempli gratia the social aspect of learning. Nowadays it is undeniable and virtually impossible to avoid using several different platforms such as YouTube, Skype, Zoom or WhatsApp in our daily and working life. Experience gained through the participation in the Video-Supported Collaborative Learning Erasmus+ K2 knowledge alliance project in the past three years shows on the one hand that teachers are enthusiastic about working with video recordings by students. On the other hand most teachers still don’t know how to use videos systematically in their teaching practices in a student productive and ‘contemporary’ learning science based didactical way. In fact, there’s a lack of deep understanding of using videos in a collaborative learning supportive way of teaching.
This communication aims to present the preliminary results of a systematic review of the literature on the subject of the use of video to support collaborative learning and knowledge building involving university teachers (supervisors) and students of initial teacher education to promote their professional development based on reflective practices using video. The text includes the guiding questions, the specific period of the review, the methods and procedures for selecting the articles, the databases to be consulted, the definition of the inclusion and exclusion criteria and the search string.