Video Tabanlı Dönüt Uygulamalarının Algılanan Dönüt Kalitesi Üzerine Etkisinin İncelenmesi

Abstract

This study aims to examine the effect of video-based feedback on perceived feedback quality and determine students' opinions about the video feedback practice. This study was carried out for 10 weeks with 38 undergraduate students from Computer Education and Instructional Technology department in a public university in the "Information Security and Ethics" course. A convergent parallel mixed-methods study design was adopted in this study. In the first 6 weeks of the study, students in the experimental group received video feedback on three weekly written assignments while those in the control group received text feedback. Students were applied to the "Formative Feedback Perception Scale" after each week's assignment to determine their perceived feedback quality. During the 6-8 weeks of the study, experimental and control groups were switched in terms of the feedback format so that all students could experience video and text feedback. Meanwhile, students were given two additional assignments. Quantitative findings of the study revealed that video feedback had a statistically significant effect on perceived feedback quality and its "development, understandability, and encouragement" sub-factors. Qualitative findings also showed that video feedback was often found to be more advantageous than text feedback in terms of perceived feedback quality. Based on the results of the study, it is recommended to consider the use of videos in the feedback practices.

Siniflarda Vi̇deo Kaydi Hazir Bulunuşluk Ölçeği̇ni̇n Geli̇şti̇ri̇lmesi̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

“…Bu sayede incelenen nesneye yönelik olumlu veya olumsuz tutumun derecesi kolaylıkla temsil edilebilir. Alan yazında teknoloji kullanımı bağlamında öğretmen tutumları (Demirci Güler & Irmak, 2018;Ursavaş et al 2014), video izleme ve dönüt almanın motivasyonel yönleri (Yiğit & Seferoğlu, 2021)…”

E-Written versus Screencast Feedback in the L2 Writing Classroom: An Engagement Perspective

“…Recent research has reported both positive and negative aspects of screencast feedback in this respect, though. Concerning the positive aspects, the findings revealed higher levels of perceived www.mojet.net engagement (Crook et al, 2012), feedback quality (Yigit & Seferoglu, 2021), interpersonal communication (Cunningham & Link, 2021) and cognitive and social presence (Edwards et al, 2012); clearer (Crook et al, 2012), more detailed, personal, (Ali, 2016;Cheng & Li, 2020;Mann, 2015;Ryan et al, 2019), supportive (Ali, 2016;Borup et al, 2015), and timely (Crook et al, 2012) feedback, more incorporation of feedback into works (Cheng & Li, 2020;Ozkul & Ortactepe, 2017) and on the teachers' side with increased efficiency and organization (Borup et al, 2015). However, some negative aspects have also been reported.…”