THE ACTIVE LEARNING MANAGEMENT THROUGH VIDEO ANALYSIS FOR TEACHING PROFESSION STUDENTS OF THE FACULTY OF EDUCATION

Abstract

This paper aims at introducing conceptual frameworks and practice of an active learning management through video analysis with the intention of developing teaching profession students of the faculty of education to attain higher order thinking skills relating to 21st century as well as promoting students to acquire thinking skills, analytical skills, group work skills, and problem-solving skills. The active learning is one of the teaching methods that appropriate to the learning that aims to create understandings and apply knowledge to everyday life. It encourages students to be active in their learning and eager to think. Accordingly, the active learning plays an important role in promoting students’ learning outcome. The teachers’ roles has changed and become the learning designer and the facilitator in the learning management. Students, however, will have to actively participate in the learning activities and learn by doing in order to support them to gain higher order thinking skills and the competency that meet the needs of the changing world and the advancement of the 21st century. Furthermore, the active learning management can help students to attain knowledge skills, cognitive skills, responsibility and interpersonal skills, numerical analytic skills, and communication and technology skills. Therefore, providing experiences to students of education faculty may lead them to manage the active learning that promote higher order thinking skills at schools which is regarded as one of the characteristics of the learners of the 21st century.
Managing the active learning through video analysis can make students pay more attention to the lessons. Also, the students involve in expressing ideas, analyzing, synthesizing, reflecting what they have learned, or exploring information from the situations derived from the videos. This is considered to be the teaching method that needs both the interaction between teacher and students and among students as well. The purposes are to share ideas in the group, to widen their horizon of viewpoints as well as to find diverse solutions for problem solving. Consequently, the students will have thoughtful ideas, know how to do the action plans, and the students’ capacity will be naturally enhanced at their own pace.