Abstract
Assessment feedback is an important part of students? learning experiences; however, textbased
feedback has limitations. This article proposes an alternative in the form of
individualised video recordings of the lecturer discussing each assignment. This research
reports on 126 undergraduate and postgraduate students? reactions to 5-minute videos
recorded by their teachers. The findings confirm that the majority of students valued the
video feedback over text-based forms. In particular, video-based feedback was reported by
students as being individualised (specific) and personalised (valorising identity and effort);
supportive, caring and motivating; clear, detailed and unambiguous; prompting reflection;
and constructive, which led to future strategising. Several potential weaknesses were also
identified, including an initial anxiety about watching the videos, and the difficulty in
matching the comments in the video-based feedback to the text-based assignment. Like the
students, the teachers also reported that they valued the video feedback process, particularly
in terms of being more time-efficient, facilitating quality especially in the form of feed
forward comments, and rejuvenating teacher enthusiasm. The article concludes with
implications for future research.
Original language | English |
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Pages (from-to) | 51 - 66 |
Number of pages | 16 |
Journal | Australasian Journal of Educational Technology |
Volume | 31 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2015 |
Press/Media
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Has video killed the red grading pen? Teachers are experimenting with video feedback as a replacement for traditional written mark-ups.
Michael Phillips & Michael Henderson
23/05/18
1 item of Media coverage
Press/Media: Expert Comment