Designing the video-based learning environments using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher

Oct 15, 2026

Study designs a video-based learning environment grounded in workflow and scaffolding to strengthen pre-service teachers’ self-instructional video production ability and to examine effects on learning. The research proceeds in two phases: designing the environment, then investigating its learning impacts. Participants are 47 undergraduate education students. The design is revised using six criteria, and the production process follows design, development, and video delivery steps. Results show higher post-test knowledge scores at the 0.05 level, field-based and gender score differences, and overall suitability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

ARTICLE INFO ABSTRACT

INTRODUCTION

OPEN ACCESS Research Article Contemporary Educational Technology, 2024, 16(1), ep492 ISSN: 1309-517X (Online) Designing the video-based learning environments using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher Narin Nonthamand 1* 0000-0001-5270-0955 1 Department of Educational Technology, School of Education, University of Phayao, Phayao, THAILAND * Corresponding author: [narin.no@up.ac.th](narin.no@up.ac.th) Citation: Nonthamand, N. (2024) . Designing the video-based learning environments using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher. Contemporary Educational Technology, 16(1), ep492. [https://doi.org/10.30935/cedtech/14102](https://doi.org/10.30935/cedtech/14102) ARTICLE INFO ABSTRACT | Received: 23 Apr 2023
Accepted: 22 Aug 2023 | This study aims to design a video-based learning environment using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher and to explore the impacts of the use of the designed video-based learning environment on learning. The methodology was divided into two main phases. In the first phase, a video-based learning environment was designed using workflow and scaffolding. In the second phase, the impacts of the use of the developed video-based learning environment on learning were investigated. The samples were 47 undergraduate students at the School of Education, University of Phayao. The results were, as follows: (a) The design draft of the developed video-based learning environment was appropriate, and the revision was made according to six criteria: (1) instructional media, (2) content, (3) learning activities, (4) communication devices, (5) learning management systems, and (6) screen design. The analysis of related studies and documents, the instructional video production process consisted of three steps: (1) design, (2) development, and (3) video delivery.(b) The comparison of scores on the instructional video production knowledge test revealed that the pre-service teachers’ average post-test score was higher than the average pre-test score with a statistically significant difference at the .05 level. The assessment of instructional videos, it was found that the pre-service teachers in the field of humanities obtained a higher score than those in the field of science. Male pre-service teachers received a higher score than female pre-service teachers. The average suit-ability score indicated the overall appropriateness of the developed video-based learning environment.
Keywords: video-based learning environment, workflow, scaffolding, instructional videos, selfinstructional video production ability | | --- | --- | | INTRODUCTION | | A learning environment refers to all the surroundings, which encourage learners to learn. It influences learning achievement, attitude, and the relationship between learners and teachers. An appropriate learning environment allows the management of teaching and learning to operate more effectively and achieve the pre-established learning objectives (Closs et al., 2021) . It also encourages learners to develop various skills at higher levels (The School in Rose Valley, 2019) . Video-based learning environment refers to videos that are used to create learners’ engagement and interaction. All activities completed by learners are collected and stored in a database. It also includes sample videos or demonstration videos that provide learners with guidance and assistance and encourage them to practice by following the guideline (Gorucu-Coskuner et al., 2020; Madariaga et al., 2021) . A video-based learning has long practically been used in the education environment to help students enhance their level of understanding (Othman et al., 2022) . The COVID-19 pandemic has forced all educational institutions across the world to promptly migrate to online teaching and learning (Adnan

FAQs

What is the study designed to achieve for pre-service teachers?

The study designs a video-based learning environment using workflow and scaffolding to enhance pre-service teachers’ self-instructional video production ability, and it evaluates impacts on their learning.

How is the research methodology organized?

The methodology has two phases: designing the video-based learning environment using workflow and scaffolding, then investigating how the developed environment affects learning.

What main results are reported regarding instructional video production knowledge?

Pre-service teachers show significantly higher average post-test scores than pre-test scores at the 0.05 level, with additional differences by field of study and gender, and an overall high suitability score for the environment.

Oct 15, 2026

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