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

McDowell, James (2019) The Student Experience of Video-Enhanced Learning, Assessment and Feedback. In: Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global, pp. 20-40. ISBN 9781799804260

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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

Item Type:
Contribution in Book/Report/Proceedings
Subjects:
ID Code:
135083
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Deposited On:
16 Jul 2019 13:05
Refereed?:
Yes
Published?:
Published
Last Modified:
01 Sep 2020 08:03