Table 6 Codebook for Secondary and Tertiary Themes
From: Learning science with YouTube videos and the impacts of Covid-19
Primary Code | Secondary | Tertiary |
|---|---|---|
• YES • YES-CONDITIONALLY • NO • NO- CONDITIONALLY | INHERENT Reasoning is related to characteristics that are unique and/or essential to video. | ADDITIONAL/ALTERNATIVE EXPERTISE Reasoning prioritizes the affordances or drawbacks of the idea that videos offer a different perspective, style of delivery, variation of information, etc. |
FORMAT Reasoning prioritizes the affordances or drawbacks associated with the format of videos and video-sharing platforms. This includes: • organization • length • medium (online) • visual elements made possible via videos (simulations, animations, etc.) • User-control (can rewind, pause, fast-forward) | ||
LEARNER /LEARNING Reasoning is related to the impact science instructional videos with their students when classes are taught in-person will have on learners and learning | TEACHER COMPETENCIES/RESPONSIBILITIES Reasoning specifically prioritizes the influence and/or impact of video-use on the content knowledge of the instructor (in-person teacher or video content provider), teaching style, pedagogical choices, etc. | |
INSTRUCTIONAL QUALITY Reasoning prioritizes the influence and/or impact of video-use on teaching and learning, generally. For example, the respondent notes that videos are highly effective, more effective, or less effective at supporting student understanding. | ||
ENGAGE - reasoning prioritizes the potential for video to motivate, engage, entertain, provide an alternative to traditional styles of information delivery. | ||
USAGE The response focuses on ways that video can/cannot be used. For example, in supplemental capacities and/or to reinforce concepts. | ||
GENERAL/UNSPECIFIED Response notes that video is/is not useful, appropriate, or necessary but does not provide enough details to allow further inference. |