The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?

Crook, Anne C.; Mauchline, Alice; Maw, Stephen J; Lawson, Charlotte; Drinkwater, Robyn; Lundqvist, Karsten; Orsmond, Paul; Gomez, Stephen; Park, Julian

doi:10.1016/j.compedu.2011.08.025

Cited by 147 publications

(183 citation statements)

References 27 publications

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“…For this reason it is necessary to evaluate exam results. Burke (2009) and Crook et al (2012) determined that students do not often get effective feedback on their studies or lessons, while other studies have shown that delayed feedback affects students' motivation and attitudes (van der Kleij, Eggen, Timmers & Veldkamp, 2012). In addition, Ferguson (2011) andVoerman, Meijer, Korthagen andSimons (2012) determined that teachers have some problems about giving effective feedback.…”

Section: Resultsmentioning

confidence: 99%

İlköğretim matematik öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için yedi ilke hakkındaki görüşleri

Okumuş¹,

Aydoğdu²,

Öztürk³

et al. 2013

jesr

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This study focuses on the views and practices of both secondary school and pre-service mathematics teachers in Turkey regarding the seven principles for good practice in education. Its sample consisted of two groups; one group consisted of 79 pre-service mathematics teachers in either their second or fourth years of undergraduate study at university education departments, while the other consisted of seven mathematics teachers currently working at secondary schools. This study implemented a survey to determine the views and practices of the sample regarding the seven principles for good practice in education created by Chickering and Gamson (1987). For most of the items relating to all of the principles, it was determined that current mathematics teachers have more positive views than pre-service mathematics teachers regarding the effectiveness of the seven principles. In terms of gender, it was determined that females have more positive views of the principles than males.

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Section: Resultsmentioning

confidence: 99%

İlköğretim matematik öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için yedi ilke hakkındaki görüşleri

Okumuş¹,

Aydoğdu²,

Öztürk³

et al. 2013

jesr

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“…Video feedback has been investigated since 2000, when (Embregts, 2000) considered its use for self-management by special needs learners but more recently in the same context by (van Vonderen, Didden and Beeking, 2012). A study of video feedback for HE students at the University of Reading (Crook et al, 2012) found that 80% liked this mode and found it easier to understand, so tended to pay better attention to comments. Likewise, staff in the same study felt that video feedback helped them emphasise the most important aspects for student improvement: comments which tended to get lost in the detail of written responses.…”

Section: Discussionmentioning

confidence: 99%

“…The additional issue to then consider is the extra time that such feedback might require from lecturers and how this can be managed effectively. Other research on video feedback (but not specifically Camtasia) has highlighted, from staff feedback, the need for time management if this mode is to be successful (Crook et al, 2012);…”

Section: Discussionmentioning

confidence: 99%

Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio

Carr¹,

Lee²

2012

Compass

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Hadlow College is part of the Mixed Economy Group (MEG): approximately 40 Colleges, which are seeking to provide effective support to higher education (HE) students within further education (FE) institutions. As part of this commitment we have been studying how to improve the quality of our HE formative feedback for written assignments and posters. We are conscious of existing research within higher education institutions (HEIs) to overhaul formative assessment and feedback practices: e.g. the Re-engineering Assessment Practices (REAP) project at the Universities of Glasgow and Glasgow Caledonian (see Nicol and Macfarlane-Dick, 2006). In that research seven principles of good feedback practice had been identified: (i) clarify what good performance is; (ii) facilitate self-assessment; (iii) deliver high quality feedback information; (iv) encourage teacher and peer dialogue; (v) encourage positive motivation and self-esteem; (vi) provide opportunities to close the gap, and; (vii) use feedback to improve teaching. We wanted to find a tool that would allow the use of screen capture and audio to increase feedback options for HE students at Hadlow College.

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“…Alternative electronic medium used by peers or instructors, such as video and audio to provide feedback, significantly improve the quality of feedback (Crook et al, 2012;Hattie & Timperley, 2007;Hsia, Huang & Hwang, 2016;Rapee & Hayman, 1996;Thiemann & Goldstein, 2001). 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).…”

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 use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?

Cited by 147 publications

References 27 publications

İlköğretim matematik öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için yedi ilke hakkındaki görüşleri

İlköğretim matematik öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için yedi ilke hakkındaki görüşleri

Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio

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

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