Motivation and satisfaction for vocational education students using a video annotation tool

Abstract

This paper examines the use of a specific contemporary technology in tertiary education that of a video annotation tool, MAT, in four vocational learning cohorts. These students, enrolled in property services and audiovisual technology courses, analysed representations of workplace issues in video. These videos included industry interviews, acted examples, and student-performed role-plays. Student analysis was evidenced-and shared with peers and/or teachers-via electronic annotations anchored to key points within the video media. The findings in this paper focus on the motivation and satisfaction of these vocational students in their video annotation activities using Bekele's (2010) conceptual framework of factors attributing to success in online learning. Overall, students' perceptions of this electronic learning method tended to indicate satisfaction across a range of factors, with clues for improvements in tool and/or learning design support, and that the innovation is worthy of ongoing trial and refining from lessons learnt.