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

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

Publication date4/07/2019
Host publicationTechnology-Enhanced Formative Assessment Practices in Higher Education
EditorsChris Dann, Shirley O'Neill
PublisherIGI Global
Number of pages27
ISBN (Electronic)9781799804277
ISBN (Print)9781799804260
<mark>Original language</mark>English


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.