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

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

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The Student Experience of 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. 20-40.

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

Harvard

McDowell, J 2019, The Student Experience of Video-Enhanced Learning, Assessment and Feedback. in C Dann & S O'Neill (eds), Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global, pp. 20-40. https://doi.org/10.4018/978-1-7998-0426-0.ch002

APA

McDowell, J. (2019). The Student Experience of Video-Enhanced Learning, Assessment and Feedback. In C. Dann, & S. O'Neill (Eds.), Technology-Enhanced Formative Assessment Practices in Higher Education (pp. 20-40). IGI Global. https://doi.org/10.4018/978-1-7998-0426-0.ch002

Vancouver

McDowell J. The Student Experience of 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. 20-40 doi: 10.4018/978-1-7998-0426-0.ch002

Author

McDowell, James. / The Student Experience of Video-Enhanced Learning, Assessment and Feedback. Technology-Enhanced Formative Assessment Practices in Higher Education. editor / Chris Dann ; Shirley O'Neill. IGI Global, 2019. pp. 20-40

Bibtex

@inbook{daca5a96d96245a489391f50617f04ab,
title = "The Student Experience of Video-Enhanced Learning, Assessment and Feedback",
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",
keywords = "Autism, Cognitive processes, Cognitive shift, Community, Computer-mediated communication, Design-based research, Dialogic pedagogy, Dyslexia, Inclusive education, Metacognitive processes, Multimedia, Teacher presence, Video-based learning",
author = "James McDowell",
year = "2019",
month = jul,
day = "4",
doi = "10.4018/978-1-7998-0426-0.ch002",
language = "English",
isbn = "9781799804260",
pages = "20--40",
editor = "Chris Dann and Shirley O'Neill",
booktitle = "Technology-Enhanced Formative Assessment Practices in Higher Education",
publisher = "IGI Global",

}

RIS

TY - CHAP

T1 - The Student Experience of Video-Enhanced Learning, Assessment and Feedback

AU - McDowell, James

PY - 2019/7/4

Y1 - 2019/7/4

N2 - 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

AB - 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

KW - Autism, Cognitive processes, Cognitive shift, Community, Computer-mediated communication, Design-based research, Dialogic pedagogy, Dyslexia, Inclusive education, Metacognitive processes, Multimedia, Teacher presence, Video-based learning

U2 - 10.4018/978-1-7998-0426-0.ch002

DO - 10.4018/978-1-7998-0426-0.ch002

M3 - Chapter (peer-reviewed)

SN - 9781799804260

SP - 20

EP - 40

BT - Technology-Enhanced Formative Assessment Practices in Higher Education

A2 - Dann, Chris

A2 - O'Neill, Shirley

PB - IGI Global

ER -