An attempt to improve cooperative learning by physical education teachers using a video annotation system

Abstract

 This case study investigated whether teachers might be able to improve cooperative learning in physical education classes through the development and trial use of a video annotation system. The study also sought to shed light on how this video annotation system was perceived by the target teachers. Use of the video annotation system was found to increase teacher awareness, leading to concrete improvements in their instruction. The results of this study suggest the possibility that teaching materials, objectives, content, students, and setting can be perceived as an integral whole. Video annotation also enabled teachers to grasp differences in difficulty between clarifying concrete teaching problems and actually solving these problems to achieve better results in daily classes.