The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform

Authors

DOI:

https://doi.org/10.14742/ajet.8953

Keywords:

vlogging, Microsoft Flip, authentic assessment, identity-verified assessment, peer-to-peer engagement, constructivist theory, TikTok

Abstract

Vlogs, asynchronous video blogs where individuals film themselves to share personal experiences, have been widely used in educational settings. This study explores the integration of Microsoft Flip (Flip), a vlogging platform, in higher education, focusing on its use by academics during a 3-year pilot preceding institution-wide adoption. Grounded in Driscoll and Burner’s (2005) constructivist theory, this research involved interviews with 10 academics from an Australian university, examining their experiences, challenges and recommendations for using Flip. The findings reveal that Flip facilitates innovative activity design, promoting user-friendliness, interaction and self-directed learning. However, privacy concerns, technical difficulties and engagement shortfalls were identified consistent with broader educational technology adoption issues. To minimise these challenges, academics suggested setting clear guidelines on how to use Flip to enhance learning and offered suggestions on how to organise the activities effectively. This research offers insights for academics and learning designers considering Flip in the tertiary educational context, highlighting its potential as a tool for enhancing learning experiences.

 

Implications for practice or policy:

  • Implement scaffolded teaching in higher education, emphasising peer interaction, sequential assessments, and clear instructions to boost student learning outcomes.
  • Provide academics with targeted resources and training to effectively integrate vlogs in teaching, addressing technological barriers.
  • Use vlogging for summative assessments to ensure authentic uptake which also mitigates challenges within identity verification and artificial intelligence misuse in higher education.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Seb Dianati, Charles Darwin University

 

Dr Seb Dianati is a Senior Academic Lead at Charles Darwin University in the Digital Learning Futures team in Education Strategy at CDU where he leads the design and development of the Scholarship of Teaching and Learning. Dr Seb comes from the University of Queensland, where he has been working since 2018, most recently as a Senior Teaching Fellow, Digital Curriculum Design and as the Director of the Culturally and Linguistically Diverse Lab (CaLD Lab) where he led various institutional wide rollouts of digital technologies involving student partnership. As part of this role, he designed and conducted applied research that informed the development and use of digital technologies to support curricula and evaluated the impact of this on digital and e-learning pedagogies, particularly those focused on the enhancement of course and curriculum design in relation to student learning through student partnership. He was recently awarded one of UQs highest commendations in 2022 for Programs that Enhance Student Learning (see link here) for leading the largest student partnership initiative across 29 projects alongside 60+ students partners with colleagues Noriko Iwashita and Franciele Spinelli. His work involved working collaboratively with academic staff and student partners to design, implement and evaluate digital and online technologies through blended, partnered, flexible, authentic, and active methods and models. Prior to UQ, Seb worked as an Associate lecturer at Flinders University in academic support for CaLD students and led the Foundation course bridging program while also holding adjunct positions in sustainability and ethics and Critical Indigenous Education in the colleges of business and education

Franciele Spinelli, University of Queensland

Franciele Spinelli is a PhD candidate, a Casual Academic, a Learning Designer and a Senior Research Assistant at The University of Queensland (UQ). She holds a bachelor’s degree in Languages and Education from Universidade do Vale do Rio dos Sinos (Brazil) and a MA in Applied Linguistics and TESOL Studies from The University of Queensland (UQ). She has a background in language teaching, education and research, having taught English, Portuguese and Spanish as a second language in different teaching contexts. While working and studying at UQ, she has been part of several research, curriculum redevelopment, and student-staff partnership projects. She received an award for Programs that Enhance Learning for her contributions to the student-staff partnership in 2021 and a commendation for curriculum transformation and innovative pedagogy alongside the CaLD Lab team in 2022. Her research interests revolve around blended learning pedagogies, Artificial Intelligence for teaching and learning, and classroom-based research.

Alicia Gazmuri Sanhueza, University of Queensland

Alicia Gazmuri Sanhueza is a Master in Applied Linguistics and TESOL studies at the University of Queensland (UQ) - Australia. She holds a degree in Education, Communication and Literature in Spanish from the Pontifical Catholic University of Valparaiso (PUCV) - Chile. Currently, she works as a casual academic for the School of Languages and Cultures and the School of Education. She also works as a research assistant for the School of Languages and Cultures and for the School of Economics. She has worked as a Learning designer on the CALD lab team (UQ); while working there, she participated in numerous curriculum redevelopment initiatives through the student and staff partnership program and worked collaboratively with academic staff and students to design, implement, and evaluate online digital tools. She has a background in language teaching and language research. Her research interests include language and technology, English for Academic Purposes (EAP), academic writing and language classroom research.

Downloads

Published

2024-04-17

How to Cite

Dianati, S., Spinelli, F. ., & Gazmuri Sanhueza, A. (2024). The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.8953

Issue

Early Release Articles

Section

Articles

License

Copyright (c) 2024 Seb Dianati, Franciele Spinelli, Alicia Gazmuri Sanhueza

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.