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