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1.
While written and audio feedback have been well-examined by researchers, video feedback has received less attention. This review establishes the current state of research into video feedback encompassing three formats: talking head, screencast and combination screencast. Existing research shows that video feedback has a high level of acceptability amongst both staff and students and may help strengthen student-marker relationships; however, the impact of video feedback on student learning outcomes is yet to be determined. In addition, current evidence is drawn largely from small-scale studies and self-reported data susceptible to the novelty effect. While video feedback appears to be a promising alternative to traditional written feedback for its relative relational richness, the medium continues to be primarily used for information transmission rather than dialogue. Further research is needed to establish how the medium of video influences the feedback process, its potential to facilitate dialogue and its effects on student learning. 相似文献
2.
Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad® from students within the same cohort and assignment. The results showed that although initially sceptical of audio compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first-class performing students (?>?70%) had more positive experiences of written feedback than those who received an upper second-class grade (60–69%). In general, the results imply that audio feedback provided through turnitin for iPad® is a viable alternative to written feedback. The findings are discussed in relation to past research findings. 相似文献
3.
SHARON E. ROBINSON DeWAYNE J. KURPIUS THOMAS C. FROEHLE 《Counselor Education & Supervision》1981,21(1):45-56
This article presents the findings from two research studies. In Study I, 21 counseling students were given either a written standard model, written serial model, or a videotape model of how to ask tacting questions. While there were no differences between the written and video models, significant multivariate differences were found between the two forms of the written models. In Study II, 24 counseling students received either the written or video model and then were assessed either by orally responding or by writing reflections of feeling responses to a series of client vignettes. Once again, no differences were found for mode of model presentation. Students who responded in writing, however, outperformed those who responded orally. The discussion focuses on the implications these two studies have for counselor education. 相似文献
4.
安学立 《实验室研究与探索》2012,31(3):83-85,89
结合我国目前网络带宽的特点和教学的实际需求,应用JMF软件和流媒体相关技术,采用P2P+C/S模式,开发了1个多人音视频辅导平台,解决了音视频网络传输时的带宽资源占用,音视频同步控制,用户及流媒体管理等关键问题,使师生可以进行在线音视频同步交流和讨论,提高了学生学习的兴趣和质量,满足了教学的实际需求。 相似文献
5.
SELINA SUE CHASNOFF 《Counselor Education & Supervision》1976,16(1):46-51
Ambiguity tolerance is a learner characteristic that can affect the processing of stimuli in a wide range of learning situations, including modeling. It has also been shown to be related to effective counselor interview behavior. This study investigated the influence of differences in ambiguity tolerance and the effects of exposure to a videotape model on the interview behavior of counselor trainees. A two-way analysis of variance gave limited support to the hypothesis that counselor trainees would exhibit significantly more effective interview behaviors as a result of the interaction of high ambiguity tolerance and exposure to a model. It may be that video models can be used to diminish differences in counseling performance among high and low ambiguity tolerant counselors. The potential of creating a variety of learning strategies, such as video modeling, to override the detrimental effects of certain personality characteristics is discussed. 相似文献
6.
‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback 总被引：1，自引：1，他引：0
Tom Lunt 《Assessment & Evaluation in Higher Education》2010,35(7):759-769
Feedback on students' work is, probably, one of the most important aspects of learning, yet students' report, according to the National Union of Students (NUS) Survey of 2008, unhappiness with the feedback process. Students were unhappy with the quality, detail and timing of feedback. This paper examines the benefits of using audio, as opposed to written, feedback in an attempt to overcome student criticisms. Using the Audacity audio software MP3 feedback files were created and sent to 60 students either via a VLE or email. The students were asked to complete an online survey on audio feedback. Twenty‐six students responded. The results were, generally, very positive. The use of audio feedback seemed to have overcome the problems reported by the NUS survey. Students are at least 10 times more likely to open audio files compared to collecting written feedback. The paper concludes with reflections, and advice, on introducing audio feedback. 相似文献
7.
Assessment and feedback remains one of the categories that students are least satisfied with within the United Kingdom National Student Survey. The Student Charter promotes the use of various formats of feedback to enhance student learning. This study evaluates the use of audio MP3 as an alternative feedback mechanism to written feedback for physiotherapy students undergoing practical viva voce assessment. In a pilot and larger study, a total of 37 students and 4 tutors were surveyed regarding their views on the use of audio feedback, with response rates of 45 and 100%, respectively. The paper reports qualitative data supporting the use of audio feedback in this context to provide prompt, detailed feedback that clarifies understanding to the students. 相似文献
8.
Helen Knauf 《Assessment & Evaluation in Higher Education》2016,41(3):442-449
Feedback on student performance is an important part of university assessment procedures. However, effective feedback is hampered by various obstacles. The growing heterogeneity of the student body increases these barriers, particularly with regard to the reception of feedback. One strategy to overcome these obstacles can be to communicate feedback in the form of audio files. The study presented here tested the possibilities of this procedure by giving students feedback, both as an audio file and in writing. The survey shows that some of the students find audio feedback particularly easy to assimilate, while others prefer written feedback. The aim of the study was to go beyond the level of simplistic evaluation (better–worse), and to be able to make more nuanced statements about the strengths and also the weaknesses of audio feedback. All the students stated that they felt the audio feedback was more personal and appreciative than the written feedback. It becomes clear that the different needs of students can best be catered for with a variety of forms of communication. Audio feedback cannot be considered a comprehensive solution to the different problems associated with feedback, but it can contribute to the development of an inclusive university. 相似文献
9.
Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations. 相似文献
10.
Sin Wang Chong 《Assessment & Evaluation in Higher Education》2019,44(7):1090-1105
The increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Although previous studies have investigated the effectiveness of different computer-mediated feedback practices (e.g. video feedback, audio feedback, multimodal feedback), there is a dearth of research which examines the effectiveness of e-feedback and lower-ability students’ perception of e-feedback in ESL post-compulsory writing classrooms which adopt a process writing approach. The present study, which aims to shed light on this research gap and inform ESL writing teachers’ feedback practices, investigates how feedback is given and attended to online by 93 students of an international community college in Hong Kong. Adopting grounded theory as the methodology and a tripartite definition of written feedback as the conceptual framework, the present study reports students’ perception of e-feedback on Google Docs from two sources: students’ written reflections and semi-structured, focus group interviews. Implications related to e-feedback practices are discussed. 相似文献
11.
J. M. Zottmann A. Goeze C. Frank U. Zentner F. Fischer J. Schrader 《Interactive Learning Environments》2013,21(6):513-532
Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency – learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as “audio only” outperformed learners in the “audio + video” condition, who did not substantially differ from the control group. 相似文献
12.
The use of audio feedback for students in a full-time community nursing degree course is appraised. The aim of this mixed methods study was to examine student views on audio feedback for written assignments. Questionnaires and a focus group were used to capture student opinion of this pilot project. The majority of students valued audio feedback as more detailed, personalised and supportive than written feedback. Lecturers were also consulted about their experience of audio feedback and its place within current assessment strategies. Further development of this innovative assessment feedback strategy and its integration into a post-registration nursing course is considered. 相似文献
13.
Stefanie Sinclair 《Open Learning》2016,31(2):163-175
AbstractThis case study critically evaluates benefits and challenges of a form of assessment included in a final year undergraduate Religious Studies Open University module, which combines a written essay task with a digital audio recording of a short oral presentation. Based on the analysis of student and tutor feedback and sample assignments, this study critically examines how teaching and learning practices linked to this novel form of assessment have been iteratively developed in light of the project findings over a period of two years. It concludes that while this form of assessment poses a number of challenges, it can create valuable opportunities for the development of transferable twenty-first-century graduate employability skills as well as deep, effective learning experiences, particularly – though not exclusively – in distance learning settings. 相似文献
14.
《The Journal of educational research》2012,105(10):478-480
AbstractThe problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group. 相似文献
15.
16.
杜传乐 《潍坊教育学院学报》2010,23(1):60-62
由于网络带宽和传输机制的原因,目前教育网站的内容大多以静态的教材为主,而很少有视频、音频等流媒体教学信息。即使有些网站支持视频、音频等流媒体教学内容的在线浏览与下载,但由于网络传输速率很慢,很难实现双向交互,因此效果并不理想。这些在很大程度上削弱了网络教育对众多学习者的吸引力,因此使远程教育的质量和效果大打折扣。组播是一种能够有效地节省网络资源的传输方式。本文的目的是研究基于IP组播技术在远程网络教育中的应用。 相似文献
17.
This paper reports on the findings of a three-year longitudinal study investigating the experiences of postgraduate level students who were provided with audio feedback for their assessment. Results indicated that students positively received audio feedback. Overall, students indicated a preference for audio feedback over written feedback. No statistically significant differences were found between male and female students’ attitudes, suggesting that both sexes held similar attitudes towards audio feedback. Students also indicated a preference for audio feedback that was recorded simply and returned promptly over delayed, more sophisticatedly recorded and edited feedback. 相似文献
18.
THOMAS C. FROEHLE SHARON E. ROBINSON WAYNE J. DE KURPIUS 《Counselor Education & Supervision》1983,22(3):197-206
The effects of yoking role-play practice to modeling treatments designed to teach the rudimentary counseling skill of reflection of feeling were investigated. Twenty-eight novice counselors-in-training were randomly assigned to one of the four treatment conditions: written model, videotape model, written model plus role-play practice, and videotape model plus role-play practice. Effectiveness was measured by ratings of students' oral responses to 16 videotaped client vignettes. The multivariate analyses revealed that although there were no significant differences between the two modeling conditions without role-play practice, there were significant differences between students who received an opportunity to role-play practice and those who did not. From the results of the analyses, it was concluded that role-play practice significantly enhanced the effectiveness of the written model but not the video model. These results are discussed in terms of counselor skills training. 相似文献
19.
Martin J. Markey Ronald H. Fredrickson Richard W. Johnson Mary Alice Julius 《Counselor Education & Supervision》1970,9(3):178-182
Study was made of training impact of different electronic playback techniques on ratings of student counselor performance. Thirty-two upperclass university females were randomly divided into four playback treatment groups: (a) audio-video, (b) audio, (c) video, and (d) no playback received. Four underclass university females served as trained clients. All student counselors interviewed two different trained clients in two 20-minute sessions separated by a playback treatment period. All sessions were recorded by television cameras. Trained judges rated the second interview using the Counselor Evaluation Inventory, Nonverbal Behavior Scale, and Audio-Visual Counseling Scale. Two-way analysis of variance was used to compare scores on criterion instruments. Results indicated no judged differences among the playback treatment groups, nor could discriminant rankings be made among the various playback methods. Several explanations are discussed as to limited influence of playback media on early interview performance. 相似文献
20.
In Higher Education, much of a lecturer’s time is spent on supplying students with written comments as a form of feedback on assignments. Although it is clear that students use these comments to make adjustments to their assignments, it is doubtful that these comments create a learning effect. This may indicate that the way feedback is supplied and/or the quality of the feedback lacks information for improving future performance. In this case study, written feedback has been analysed and the perception of students on the quality of written feedback in relation to their learning behaviour has been taken into account. 相似文献