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The Student Experience of Video-Enhanced Learning, Assessment and Feedback

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

Published
Publication date4/07/2019
Host publicationTechnology-Enhanced Formative Assessment Practices in Higher Education
EditorsChris Dann, Shirley O'Neill
PublisherIGI Global
Pages20-40
Number of pages21
ISBN (Electronic)9781799804277
ISBN (Print)9781799804260
<mark>Original language</mark>English

Abstract

Evaluating the impact on the student experience of the integrated model of video-enhanced learning, assessment and feedback discussed in the previous chapter, qualitative data collection employed anonymous online questionnaires, semi-structured interviews and dialogic interviewing techniques, drawing on summative results data to inform methodological triangulation of the findings. Data analysis combined thematic analysis, constant comparison and direct interpretation within a grounded theory framework (Glaser & Strauss, 1967). Illustrative cases present the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants. The chapter concludes that an integrated model of asynchronous video-enhanced learning, assessment and feedback can promote increased reflexivity, enhance learner autonomy and encourage meta-cognitive self-awareness, while affording greater inclusivity for students affected by dyslexia or Autism Spectrum Disorder