Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1587717

Timothy Simpson, K. Holden, D. Merrick, S. Dawson, L. Bedford

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引用次数: 5

Abstract

ABSTRACT Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation’s transience and empower a student’s self-analysis. During 2016–17 a new 1st year module, ‘Core Skills in Biochemistry’, was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues’ judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within ‘Core Skills’, and laid the foundation for further innovations currently being trialled.

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视频反馈和同伴观察是否提供了一种有效的方法来加强本科生生物化学家的口头陈述培训？

摘要评估公共演讲技能的演讲是本科课程的共同特点。传统上，绩效反馈通常仅限于员工，但学生作为同行评估员也可以成为有用的反馈来源。此外，视频录制提供了一种反馈方法，可以克服演示的短暂性，并增强学生的自我分析能力。2016-17年，诺丁汉大学实施了一个新的一年级模块“生物化学核心技能”。同行评估和视频反馈作为讲师来源的演示反馈的补充进行了试验。调查了学生的意见，以衡量疗效。结果表明，视频反馈比同伴反馈更受欢迎，而且都集中在肢体语言上。随着时间的推移，学生们对同事的判断越来越不自信，接受同伴反馈的意愿也越来越低。这些结果证实了将这些技术纳入“核心技能”的有效性，并为目前正在试验的进一步创新奠定了基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.