Abstract
Video-based learning (VBL) aids STEM teacher professional development. In synchronous, in-person settings, researchers have linked changes in teachers’ reflective comments about videos to changes in their beliefs and classroom practices, which are associated with improved student outcomes. However, questions remain about VBL on asynchronous professional development websites, without facilitator support. This study experimentally examined how prompts, mathematical content, camera focus, and motivation for commenting impacted 300 educators’ reflective comments on videos in an online learning community. Results indicated that prompts targeted at specific focal areas (teachers, students, mathematics) produced more reflection on those focal areas, but less reflection in non-focal areas.
Published Version
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