Should we use video technology for giving feedback?

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1669480

Lynnette Matthews

引用次数: 6

Abstract

ABSTRACT This study explored the use of video screencasts to supplement written feedback with a small cohort of early-career academics (n = 29) undertaking a postgraduate programme aligned to the UK Professional Standards Framework for teaching in higher education. The aims were to support the academics’ professional development following their summative assessment as well as introducing the technology to inform their own feedback practice. Whilst staff, as learners, were positive about the video feedback, only 50% would consider providing it to their students. They would, however, consider other ways to incorporate video screencasts into their teaching. In addition, the differences between the marks awarded for the first and second assessment were analysed and compared to those of a previous cohort (n = 32) that received written feedback only. The findings would suggest that in spite of positive perceptions about video feedback, there were no differences in performance between the two groups.

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我们应该使用视频技术进行反馈吗？

摘要本研究探讨了使用视频放映来补充书面反馈的方法，一小群早期职业学者（n=29）正在攻读符合英国高等教育教学专业标准框架的研究生课程。其目的是支持学者在总结性评估后的专业发展，并引入该技术为他们自己的反馈实践提供信息。虽然作为学习者的工作人员对视频反馈持积极态度，但只有50%的人会考虑将其提供给学生。然而，他们会考虑其他方式将视频放映纳入教学中。此外，还分析了第一次和第二次评估评分之间的差异，并将其与仅收到书面反馈的前一组（n=32）的评分进行了比较。研究结果表明，尽管对视频反馈有积极的看法，但两组之间的表现没有差异。

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.