Use of Video in Social Education.
Video Use in Social Science Research and Program Evaluation
Barbara Rosenstein
Barbara Rosenstein, PhD., Freelance Program Evaluator, Beer Sheva, Israel
Abstract:
In light of technological advances in producing, viewing and storing moving images, it is appropriate to survey the literature concerning the use of moving images in research over the past few decades. A review of the literature shows that the use of video technology for research falls into three areas: observation (including data collection and analysis), a mechanism for giving feedback, and a means for distance learning and consulting via videoconferencing. This article addresses the first two areas — observation and feedback. It begins with a survey of the use of video observation as a tool for research and documentation. A section on feedback, divided into three sections: performance, interaction and situational assessment follows. A separate section is devoted to the use of video for Program Evaluation. The article concludes with a discussion of epistemological methodological issues and the ethics involved in such a technologically advanced medium.
Keywords: technology, observational methods, documentation, feedback, ethics
Citation information:
Rosenstein, B. (2002). Video use in social science research and program evaluation. International Journal of Qualitative Methods 1 (3). Article 2. Retrieved DATE from http://www.ualberta.ca/~ijqm
________________________________________
Researchers and practitioners have used photographs and film in varying degrees over the years. According to Prosser (1998), "taken cumulatively, images are signifiers of a culture; taken individually they are artefacts that provide us with very particular information about our existence" (1) It would seem likely therefore, that social science researchers would explore this rich resource. However, such is not the case, and Prosser encourages those qualitative researchers already using image-based research to
Barbara Rosenstein
Barbara Rosenstein, PhD., Freelance Program Evaluator, Beer Sheva, Israel
Abstract:
In light of technological advances in producing, viewing and storing moving images, it is appropriate to survey the literature concerning the use of moving images in research over the past few decades. A review of the literature shows that the use of video technology for research falls into three areas: observation (including data collection and analysis), a mechanism for giving feedback, and a means for distance learning and consulting via videoconferencing. This article addresses the first two areas — observation and feedback. It begins with a survey of the use of video observation as a tool for research and documentation. A section on feedback, divided into three sections: performance, interaction and situational assessment follows. A separate section is devoted to the use of video for Program Evaluation. The article concludes with a discussion of epistemological methodological issues and the ethics involved in such a technologically advanced medium.
Keywords: technology, observational methods, documentation, feedback, ethics
Citation information:
Rosenstein, B. (2002). Video use in social science research and program evaluation. International Journal of Qualitative Methods 1 (3). Article 2. Retrieved DATE from http://www.ualberta.ca/~ijqm
________________________________________
Researchers and practitioners have used photographs and film in varying degrees over the years. According to Prosser (1998), "taken cumulatively, images are signifiers of a culture; taken individually they are artefacts that provide us with very particular information about our existence" (1) It would seem likely therefore, that social science researchers would explore this rich resource. However, such is not the case, and Prosser encourages those qualitative researchers already using image-based research to