Video as a learner scaffolding tool

Abstract

This article explores how videos support and scaffold students' study behaviour. To explore this, we have revisited data material from four of our previous studies. The constant-comparative method guided the analysis of in-depth interviews in the search for students' experiences of how videos support and scaffold study behaviour. The findings show that videos support and scaffold study behaviour along a timeline that includes study behaviour before, during and after lectures. The categories Scaffolded Preparation, Scaffolded Participation and Scaffolded Post-class Exploration inform us of how the length of the videos, their features and decisions about how and when students are to watch the videos are essential for how videos come to operate as a co-constructive force and scaffold for students' study behaviour.