Home > Research > Publications & Outputs > A Theory-Practice Research Framework for Video-...

Research

Links

Text available via DOI:

Keywords

View graph of relations

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Published

Standard

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback. / McDowell, James.
Technology-Enhanced Formative Assessment Practices in Higher Education. ed. / Chris Dann; Shirley O'Neill. IGI Global, 2019. p. 100-126.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

McDowell, J 2019, A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback. in C Dann & S O'Neill (eds), Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global, pp. 100-126. https://doi.org/10.4018/978-1-7998-0426-0.ch006

APA

McDowell, J. (2019). A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback. In C. Dann, & S. O'Neill (Eds.), Technology-Enhanced Formative Assessment Practices in Higher Education (pp. 100-126). IGI Global. https://doi.org/10.4018/978-1-7998-0426-0.ch006

Vancouver

McDowell J. A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback. In Dann C, O'Neill S, editors, Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global. 2019. p. 100-126 doi: 10.4018/978-1-7998-0426-0.ch006

Author

McDowell, James. / A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback. Technology-Enhanced Formative Assessment Practices in Higher Education. editor / Chris Dann ; Shirley O'Neill. IGI Global, 2019. pp. 100-126

Bibtex

@inbook{4f5d3c1ae30c415e90013a7f5584aaf7,
title = "A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback.",
abstract = "This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the Cognitive Theory of Multimedia Learning (Mayer, 2001), the Community of Inquiry (Garrison, Anderson, & Archer, 1999), and the Conversational Framework (Laurillard, 1993), the chapter explores contemporary research into assessment and feedback), uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.",
keywords = "Asperger{\textquoteright}s Syndrome, Asynchronous video, Autism, Community of inquiry, Cognitive theory of multimedia learning, Conversational framework, Design-based research, Dialogic framework, Dialogic processes, Teacher, Presence, Dyslexia, Inclusivity, Multimedia, Video diaries",
author = "James McDowell",
year = "2019",
month = jul,
day = "4",
doi = "10.4018/978-1-7998-0426-0.ch006",
language = "English",
isbn = "9781799804260",
pages = "100--126",
editor = "Chris Dann and Shirley O'Neill",
booktitle = "Technology-Enhanced Formative Assessment Practices in Higher Education",
publisher = "IGI Global",

}

RIS

TY - CHAP

T1 - A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback.

AU - McDowell, James

PY - 2019/7/4

Y1 - 2019/7/4

N2 - This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the Cognitive Theory of Multimedia Learning (Mayer, 2001), the Community of Inquiry (Garrison, Anderson, & Archer, 1999), and the Conversational Framework (Laurillard, 1993), the chapter explores contemporary research into assessment and feedback), uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

AB - This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the Cognitive Theory of Multimedia Learning (Mayer, 2001), the Community of Inquiry (Garrison, Anderson, & Archer, 1999), and the Conversational Framework (Laurillard, 1993), the chapter explores contemporary research into assessment and feedback), uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

KW - Asperger’s Syndrome, Asynchronous video, Autism, Community of inquiry, Cognitive theory of multimedia learning, Conversational framework, Design-based research, Dialogic framework, Dialogic processes, Teacher, Presence, Dyslexia, Inclusivity, Multimedia,

U2 - 10.4018/978-1-7998-0426-0.ch006

DO - 10.4018/978-1-7998-0426-0.ch006

M3 - Chapter (peer-reviewed)

SN - 9781799804260

SP - 100

EP - 126

BT - Technology-Enhanced Formative Assessment Practices in Higher Education

A2 - Dann, Chris

A2 - O'Neill, Shirley

PB - IGI Global

ER -