tings where there are clear distinctions in the cultures of teachers from the students, Sendall, Ceccucci, and Peslak (2008) stressed that it is important to have structures put in place that eases up the intercultural friction that may possibly exist between teachers and students. It was based on this that EVA3 was selected as it allows a unique interactive online video-based teaching and learning environment (Educational Video Environment, 2014). Nagy (2005) stressed that such video-based interactions reduces the density of differences that is normally experienced between teachers and learners.
More specifically on the EVA3, it will be used in the study to achieve two major goals. In the first place, it will be used as a platform that provides powerful authentic and evidence based online learning. What this means is that there will be a very valid means by which the type of learning that takes place will be evidently witnessed. In most of the case, it is very difficult to judge the level of learning that has taken place between there is very little evidence to this effect. But with the property of educational video being audio-visual, it will be possible to both hear and see what takes place as far as the classroom environment is concerned (Trentin, 2010). Indeed, there is greater benefit for the researcher in using the EVA3 as authentic evidence for learning. This is because it will be possible to always make reference to the learning that took place since the online stage supports the storage of data for future retrieval and evaluation.
The second goal for using EVA3 is to ensure that there is the promotion of collaborative and positive peer based learning. As depicted in figure 2 below, there are several components of EVA3 that allows for interactivity between learners and teachers. It also has a feedback and comments section where learners can interact with each other, as well as teachers. With these, collaboration is enhanced because learning no longer ...Show more