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

McDowell, James (2019) A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback. In: Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global, pp. 100-126. ISBN 9781799804260

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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.

Item Type:
Contribution in Book/Report/Proceedings
Subjects:
ID Code:
135079
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Deposited On:
16 Jul 2019 12:30
Refereed?:
Yes
Published?:
Published
Last Modified:
16 Jun 2020 00:03