Capturing learning in context: videos as a research method in school learning environments

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, oppo..