Through different lenses: A video-based approach to support students' reflection on workplace experiences

This dissertation investigates how and to what extent video can enhance reflection in vocational education and training (VET), particularly in the underground infrastructure domain. Through four studies, it explores the use of video annotations, prompt-based supports, and feedback to improve reflection. The first study involved a systematic literature review to identify effective instructional strategies for video-based reflection. The second study compared how students, school teachers, and workplace supervisors evaluated the same video-recorded student performances to understand differences in their attention, evaluation and reasoning. The third study tested the effects of prompt-based supports on student annotations and tutor-student interactions during video-based reflection. Finally, the fourth study examined how evaluative markers and sentence openers influenced the quality of peer feedback in video annotations. The findings highlight the need for structured guidance and collaborative learning to support video-based reflection. While video-based reflection has potential to improve VET both, its success depends on effective design, support for both students and tutors, and attention to the diverse perspectives of stakeholders.