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ABSTRACT

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, self-instructional video production ability