A Qualitative Synthesis of Video Feedback in Higher Education

Autor/inn/en	Mahoney, Paige; Macfarlane, Susie; Ajjawi, Rola
Titel	A Qualitative Synthesis of Video Feedback in Higher Education
Quelle	In: Teaching in Higher Education, 24 (2019) 2, S.157-179 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahoney, Paige) ORCID (Macfarlane, Susie) ORCID (Ajjawi, Rola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1471457
Schlagwörter	Video Technology; Feedback (Response); Learning Processes; Teaching Methods; Dialogs (Language); Higher Education; Computer Mediated Communication; Definitions; Search Strategies; Student Attitudes; Educational Benefits; Outcomes of Education; Teacher Student Relationship; College Students; College Faculty + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Begriffsbestimmung; Suchstrategie; Schülerverhalten; Bildungsertrag; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät
Abstract	While written and audio feedback have been well-examined by researchers, video feedback has received less attention. This review establishes the current state of research into video feedback encompassing three formats: talking head, screencast and combination screencast. Existing research shows that video feedback has a high level of acceptability amongst both staff and students and may help strengthen student-marker relationships; however, the impact of video feedback on student learning outcomes is yet to be determined. In addition, current evidence is drawn largely from small-scale studies and self-reported data susceptible to the novelty effect. While video feedback appears to be a promising alternative to traditional written feedback for its relative relational richness, the medium continues to be primarily used for information transmission rather than dialogue. Further research is needed to establish how the medium of video influences the feedback process, its potential to facilitate dialogue and its effects on student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01