Year: 2026
Type: article
Abstract: This paper investigates the use of video as a research method for analysing teaching and learning patterns across diverse educational environments and contexts. Drawing on case studies from Australia and Finland, it illustrates how video—particularly time-lapse and pre- and post-lesson recordings—can illuminate spatial practices and enhance teacher reflection. In the Finnish study, time-lapse footage was used to map patterns of activity and spatial use in shared learning areas, while the Australian study employed video observations to support teachers’ pedagogical insight and professional growth. The paper discusses key advantages of video-based methods, including fine-grained analysis, opportunities for reflective practice, and the potential for data triangulation, alongside challenges related to ethics, data management, and observer effects. By differentiating between recording formats and their analytical implications, the study contributes to a more nuanced understanding of how videos generate evidence relevant to both pedagogical development and learning environment design.
Source: Learning Environments Research
Authors: Marian Mahat, Markku Lang
Institutions: The University of Melbourne, University of Lapland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,090
Funder: University of Melbourne
OpenAlex ID: W7142556655