“…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), and illustrative cases presented the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants (McDowell, 2019a). The investigation revealed 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 Asperger's Syndrome (McDowell, 2019b).…”