Experiences of using a video-based learning model during a long-term process of movement awareness and learning–a hermeneutical study
(2021) In European Journal of Physiotherapy 23(1). p.41-47- Abstract
Aim: To explore the long-term learning process in movement awareness development supported by a video-based learning model. Participants: Eleven undergraduate nursing students. Method: The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach. Results: The learning process was described in three... (More)
Aim: To explore the long-term learning process in movement awareness development supported by a video-based learning model. Participants: Eleven undergraduate nursing students. Method: The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach. Results: The learning process was described in three themes: motivation for change, exploring alternative perspectives and movement changes through challenges. Conclusions: The video-based learning model implies a challenging experience on a personal level that supports motivation and a deep approach to learning. It adds a powerful base for reflection, which encourages student-centred active learning. The facilitator’s reflective approach is essential to allow the student to explore her/his own movement, in contrast to delivering instructions. The learning model may be valuable in the physiotherapist’s clinical work in facilitating patients’ movement awareness in the process of movement improvements.
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- author
- Backåberg, Sofia ; Brunt, David LU ; Rask, Mikael LU and Gummesson, Christina LU
- organization
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Ergonomics, feedback, hermeneutics, learning, movement, video recording
- in
- European Journal of Physiotherapy
- volume
- 23
- issue
- 1
- pages
- 41 - 47
- publisher
- Informa Healthcare
- external identifiers
-
- scopus:85068621189
- ISSN
- 2167-9169
- DOI
- 10.1080/21679169.2019.1635639
- language
- English
- LU publication?
- yes
- id
- 546b0d71-d3cc-4cba-8603-3e6205d93f1e
- date added to LUP
- 2019-07-19 08:40:33
- date last changed
- 2022-04-26 03:15:32
@article{546b0d71-d3cc-4cba-8603-3e6205d93f1e,
abstract = {{<p>Aim: To explore the long-term learning process in movement awareness development supported by a video-based learning model. Participants: Eleven undergraduate nursing students. Method: The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach. Results: The learning process was described in three themes: motivation for change, exploring alternative perspectives and movement changes through challenges. Conclusions: The video-based learning model implies a challenging experience on a personal level that supports motivation and a deep approach to learning. It adds a powerful base for reflection, which encourages student-centred active learning. The facilitator’s reflective approach is essential to allow the student to explore her/his own movement, in contrast to delivering instructions. The learning model may be valuable in the physiotherapist’s clinical work in facilitating patients’ movement awareness in the process of movement improvements.</p>}},
author = {{Backåberg, Sofia and Brunt, David and Rask, Mikael and Gummesson, Christina}},
issn = {{2167-9169}},
keywords = {{Ergonomics; feedback; hermeneutics; learning; movement; video recording}},
language = {{eng}},
number = {{1}},
pages = {{41--47}},
publisher = {{Informa Healthcare}},
series = {{European Journal of Physiotherapy}},
title = {{Experiences of using a video-based learning model during a long-term process of movement awareness and learning–a hermeneutical study}},
url = {{http://dx.doi.org/10.1080/21679169.2019.1635639}},
doi = {{10.1080/21679169.2019.1635639}},
volume = {{23}},
year = {{2021}},
}