TITLE

Student feedback via screen capture digital video: stimulating student's modified action

AUTHOR(S)
Jones, Nigel; Georghiades, Panicos; Gunson, John
PUB. DATE
November 2012
SOURCE
Higher Education;Nov2012, Vol. 64 Issue 5, p593
SOURCE TYPE
Academic Journal
DOC. TYPE
Case Study
ABSTRACT
A new technique of providing assessment feedback to students is demonstrated via a case study of MBA and undergraduate students. The feedback method uses inexpensive and widely available screen capture digital video technology; it gives the student an impression of being present during the marking process. In addition it enables the tutor to provide a richer range of feedback. For example the tutor can annotate and correct as with traditional methods; demonstrate step-by-step answer formulation; algorithms; show the solution, alternative answers, etc. Primary data was collected from target groups of students and from tutor reflection on using the new feedback medium. Results from a mixed qualitative and quantitative approach in this descriptive-exploratory study suggest that (a) this medium has advantages over traditional methods of communicating feedback, (b) that students enjoy this new form of feedback, and (c) that this encourages them to engage with and learn from the tutor assessment of answers, rather than concentrating only on obtaining marks. It seems that this generation of students find the medium a close fit with other forms of communication they are used to in their technology enriched lives. Feedback via screen capture digital video takes engagement of the two parties, tutor and student, to a higher level of effective communication and helps stimulate students to continually improve and modify action. We have found that the formative assessment feedback mechanism in this case study, even though it is not a dialogue and is asynchronous, does encourage greater student engagement with feedback than prior methods of annotation on student submitted work.
ACCESSION #
80031583

 

Related Articles

  • Universal Design for Learning: Strategies Principals Can Employ in Their Schools. Katzel, Amy; Richards, Curtis // Principal's Research Review;Mar2013, Vol. 8 Issue 2, p1 

    The article offers information on the learning strategy called universal design for learning (UDL). It states that the use of UDL means providing flexible ways for students to show their skills and receive information. It mentions that UDL strategies include class climate filled with respect,...

  • How Online Instructors Improved Communication With Students.  // Diverse: Issues in Higher Education;1/24/2008, Vol. 24 Issue 25, p8 

    The article discusses how Philip Ice of the University of North Carolina at Charlotte improved communication between teachers and students in online courses. Ice researched whether audio communication would improve student understanding of teachers' comments better than text-based feedback....

  • The Transfer of Learning Associated with Audio Feedback on Written Work. Martini, Tanya; DiBattista, David // Canadian Journal for the Scholarship of Teaching & Learning;2014, Vol. 5 Issue 1, preceding p1 

    This study examined whether audio feedback provided to undergraduates (N=51) about one paper would prove beneficial in terms of improving their grades on another, unrelated paper of the same type. We examined this issue both in terms of student beliefs about learning transfer, as well as their...

  • Understanding the learning process of peer feedback activity: An ethnographic study of Exploratory Practice. Zheng, Chunxian // Language Teaching Research;Jan2012, Vol. 16 Issue 1, p109 

    This ethnographic study attempts to find, reveal and understand the learning possibilities, from the social learning perspective, in the process of peer feedback activity in a College English classroom for non-English majors in China. The study reveals the nature of Exploratory Practice (EP),...

  • Bit If It's Brief Enough, Silence May Indeed Be Golden-. Bracey, Gerald W. // Phi Delta Kappan;Jan87, Vol. 68 Issue 5, p399 

    This article claims that not only do teachers tend to dominate classroom discussions, but that they also do not pause long enough between their own statements, following those of students, when students do talk, to facilitate learning. However, as Kenneth Tobin of the Western Australian...

  • Feedback Is a Two-Way Street. Tovani, Cris // Educational Leadership;Sep2012, Vol. 70 Issue 1, p48 

    The article discusses feedback in education, and argues that feedback should not only be given to students by teachers but that student should be given the opportunity to provide teachers with feedback. Advice on eliciting feedback from students is offered, and the use of learning targets...

  • PROVIDING FEEDBACK ON STUDENT WORK IN DISTANCE EDUCATION IN TURKEY: Practices and Recommendations. HISMANOGLU, Murat; HISMANOGLU, Sibel // Turkish Online Journal of Distance Education (TOJDE);2009, Vol. 10 Issue 4, p91 

    In distance education, providing feedback on student work has a key role in facilitating learning and teacher- student dialogue. This article examines the distance learning context and providing feedback in this great but challenging system. It draws on the experiences of 200 distance learners...

  • What teachers say and what students perceive - Interpretations of feedback in teacher-student assessment dialogues. Rønsen, Anne Kristin // Education Inquiry (Co-Action Publishing);2013, Vol. 4 Issue 3, p537 

    It is commonly known and accepted that feedback has a significant effect on learning and that it is a wise investment in the education system to develop good strategies for assessment involving informative feedback. However, despite the effort put into professional development programmes for...

  • Examining the silence of academic disappointment: A typology of students' reasons for not discussing disappointing grades with instructors. Wright, Courtney N. // Journal of the Scholarship of Teaching & Learning;Dec2013, Vol. 13 Issue 5, p46 

    Although student-teacher interactions about disappointing grades can be beneficial, students do not always engage in them. The objective of this study was to explore the domain of reasons undergraduate students report for not discussing disappointing grades with their instructors. The data...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics