Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback

West, John; Turner, Will

doi:10.1080/14703297.2014.1003954

Cited by 88 publications

(90 citation statements)

References 17 publications

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“…The results presented in this section partially support H1, and reaffirm previous findings that digital recordings are an effective mode for detailed and personalised feedback comments (Knauf, ; Orlando, ; West & Turner, ). However, the hypothesis that digitally recorded comments would be perceived as more usable than other modes was not supported.…”

Section: Resultssupporting

confidence: 88%

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Ryan¹,

Henderson²,

Phillips³

2019

Brit J Educational Tech

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Tracii Ryan is a research fellow in the Faculty of Education, Monash University, and in the Melbourne Centre for the Study of Higher Education, The University of Melbourne. Tracii has research expertise relating to the motivations, outcomes and individual differences associated with social media and educational technologies. Michael Henderson is an associate professor and the director of Graduate Studies in the Faculty of Education at Monash University. He researches and teaches on the topics of educational technology and instructional design, including ethics of social media use and assessment feedback designs. Michael Phillips is a senior lecturer in the Faculty of Education at Monash University. His research explores the complexity of engaging educators in higher education and schools in professional learning. In addition to his work on teacher's knowledge, he has developed a national profile in multimodal assessment feedback. 2015). This reconceptualisation of feedback positions the learner at the centre of the process, and highlights two essential features of effective feedback. The first is that learners are able to comprehend and make sense of the information they receive, and the second is that they have the motivation and opportunity to subsequently act upon that information to progress their learning (Carless & Boud, 2018). These goals are difficult to achieve, and the content of the feedback Abstract Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text-based feedback. However, few studies have compared digital recordings with other common feedback modes, including non-digital forms such as face-to-face conversations. It is also unclear whether providing multiple feedback modes is better than a single mode. To explore these possibilities, an online survey asked 4514 Australian university students to rate the level of detail, personalisation and usability of the feedback comments they had most recently received. Of the students who received a single feedback mode only, electronic annotations and digital recordings were rated most highly on the three quality indicators. Students who received multiple modes were more likely to agree with all three indicators than those who received a single mode. Finally, students who received multiple modes were more likely to agree that the comments were detailed and usable when one of those modes was a digital recording. These findings enhance our understanding of feedback design, indicating that it is important to consider the strengths and weaknesses of particular modes, and the value of offering multiple modes.

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Section: Resultssupporting

confidence: 88%

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Ryan¹,

Henderson²,

Phillips³

2019

Brit J Educational Tech

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“…The opposite was true for the mean scores of other two constructs, performance and self-efficacy. Having high performance test score with text only feedback, which contradicts the studies carried out by Hung (2016) and West and Turner (2016), can be explained with the useful, satisfactory and explanatory written feedback (Gibbs & DunbarGoddet, 2007;Lees & Carpenter, 2012;Lu & Law, 2012;Nisbet, 2004;Ruegg, 2014;Xiao & Lucking, 2008;Yu & Wu, 2013). Some written feedback was even stated step by step: "Your assignment; -include only one paragraph -text must be left aligned -space after paragraph must be 10nk -Line space must be 12nk -Subscript must be used in the first word of the sentence and applied on the fourth and fifth characters."…”

Section: Discussionmentioning

confidence: 99%

“…For instance, a web-based tool developed to conduct self and peer-assessment flexibly was found efficient in improving the quality of students' work after they received feedback (Sung, Chang, Chiou & Hou, 2005). West and Turner (2016) stated that online video feedback increased the quality and quantity of feedback received and was preferred more than the other forms of feedback among the participants. In another study, Hung (2016) investigated the influence of multimodal video and text-based feedback on learner engagement respectively and found that students favored the video feedback.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

Adıgüzel

Varank

Erkoç

et al. 2016

EURASIA J MATH SCI T

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This study focused on formative use of peer feedback in an online system that was used in basic computer literacy for word processing assignment-related purposes. Specifically, the effect of quantity, modality and satisfaction of peer feedback provided through the online system on students' performance, self-efficacy, and technology acceptance was investigated. Participants were 32 freshmen elementary and Turkish education pre-service teachers who were enrolled in two sections of the mandatory Computer I course in a public university in Turkey in the fall semester of 2013. Groups of students who submitted their assignments and received feedback in varying quantity and two different forms (text or text and video together) did not differ respectively in terms of students' performance test scores as well as self-efficacy and technology acceptance ratings. Students' feedback satisfaction ratings were significantly correlated only with their technology acceptance scores. All results were interpreted with the support of peer feedback content in both text and video formats to clarify the details and contribute more to the literature.

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“…The study also showed that the students not only appreciate but actually need endlessly feedback (West & Turner, 2015) in order to develop as students, learners, and members of an academic community (Winstone, Nash, Rowntree, & Parker, 2016). In addition to the support of the university community as a whole, all this is greatly based on positive attitudes toward studies and tasks, study community and peers.…”

Section: Journal Of Studies In Educationmentioning

confidence: 99%

The Multidimensional Phenomenon of Study Success in Higher Education—A Head Start to Success at Work?

Uusiautti

Määttä

2016

JSE

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Universities are worried about students' satisfaction and well-being. These elements are important when pursuing to enhance efficient graduation and quality outcomes in studies. The changing world, indeed, has changed the elements of success in education and in work, too, which is the area of life students enter from universities. The purpose of this article is, first, to discuss the prerequisites of study success in universities, and second, to establish a connection between the phenomena of success in studies and success at work. The viewpoint leans of positive psychology. Students themselves were asked to describe success in their studies. How do students themselves perceive their study processes and what do they think about the factors that promote their success in studies. The research questions were: (1) what have been the most pleasing study experiences the students have encountered in university studies?; and (2) what factors have enhanced their study progress and success according to their own perceptions? Students (N=186) answered to an internet-based open-ended questionnaire. The data were analyzed in a data-based manner which resulted in eight most frequently mentioned success factor in the questionnaire data. The findings showed that there are some similarities between the phenomenon of success in studies and at work. The phenomenon is illustrated as the conclusion, and the finding can be used when developing ISSN 2162-6952 2016 www.macrothink.org/jse 2 university education to better meet the demands of the modern, changing world of work. Journal of Studies in Education

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Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback

Cited by 88 publications

References 17 publications

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

The Multidimensional Phenomenon of Study Success in Higher Education—A Head Start to Success at Work?

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