Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Ketchum, Cheri; LaFave, Daria S.; Yeats, Chelsey; Phompheng, Elaine; Hardy, James H.

doi:10.24059/olj.v24i3.2194

Cited by 8 publications

(6 citation statements)

References 35 publications

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“…Consequently, some higher education institutions hold screenings of films produced by the countries whose students constitute the most widely represented groups in educational institutions. An illustrative example is an event held by the Asian Studies Centre at Michigan State University which took place on 28 November 2017, from 19:00 to 21:00, and consisted of a screening of the 1998 film Ring (Japan…, 2017) as part of the program "Japanese Film and Culture". It should be noted that the horror genre is not fully relevant for the acculturation process but this very example, which, in our opinion, is iconic for Japanese culture, is able to provide some information about socio-cultural norms specific for Japanese students.…”

Section: Resultsmentioning

confidence: 99%

Linguistic Aspect of the Technology for the Use of Video Content in the Process of Adaptation of Foreign Students at Higher Education Institutions of the United States of America

2021

Media Education (Mediaobrazovanie)

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The purpose of the study is to determine the structure of technology for the use of video content for linguistic and cultural adaptation of foreign students at higher education institutions of the USA from psycholinguistic point of view. The article is concerned with the analysis of practical measures aimed at forming and developing communication and socio-cultural competence when using video content, including professionally-oriented video content. In the course of the research, the level of influence of video content on the development of foreign students' linguistic and social skills, which are necessary for a comprehensive communication with cultural elements, was determined using the descriptive method. Comparative historical and typological methods allowed to determine whether foreign students could identify any historical and linguistic changes in the language they learned, as well as make a comparative analysis of native and foreign languages. The impact of video content used during adaptation activities was analyzed using sociolinguistic methods, namely the field research method aimed at the identification of a direct correlation between film screenings and the development of the ability to use linguistic and cultural patterns in foreign students, as well as the method of sociolinguistic research which helped to conduct a more detailed study of the socio-communicative elements formed and the impact that the cultural specifics of the society had on them. The applied linguistic method helped to conduct a more detailed study of the impact of video text on the communication skills of a person. Linguistic and cultural patterns are an important component of successful communication for a foreign student since it provides them with elements that can be put to use when needed in social relations. One of the most widely used methods for forming such patterns at HEI of the USA is the use of video content which involves screenings of American films (for direct acculturation, when a foreign student adapts to the linguistic and cultural specifics of the host country) and films produced in the countries from which students came (for reverse acculturation, when local students adapt to the socio-cultural specifics of foreign students). The use of video content in acculturation activities helps a foreign student develop not only linguistic and cultural patterns that are necessary for academic and social activities in the host country, but also critical thinking, which facilitates analysis of new socio-cultural and linguistic information, thereby preventing the negative effects of culture shock. Moreover, video content can be presented with a twofold purpose, as it may be socioculturally oriented (presenting cultural specifics or social problems of the host country) and professionally oriented (containing specialized vocabulary); it can also provide the opportunity for direct and reverse acculturation.

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Section: Resultsmentioning

confidence: 99%

Linguistic Aspect of the Technology for the Use of Video Content in the Process of Adaptation of Foreign Students at Higher Education Institutions of the United States of America

2021

Media Education (Mediaobrazovanie)

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“…This is in accordance with the study carried out by Vukovic, Roberts, and Wright (2013), which stated that an optimal learning environment reduces math anxiety. Another argument from Ketchum, Lafave, Yeats, Phompheng, and Hardy (2020) also reinforces that carefully designed, and interactive videos are capable of directing students to become engaged in the learning process.…”

Section: Q1: How Do You Feel When You Take An Integral Calculus Course?mentioning

confidence: 97%

Calculus Learning via Screencast-O-Matic During the Pandemic: An Exploration Towards Students’ Perception of Math Anxiety

Soesanto

Dirgantoro

2021

mapan

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The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

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“…Regardless, feedback is imperative and subsequently researchers have suggested that the use of a combination of both text-based and video-based delivery is known to be more effective in promoting substantive revision and improvement in students' work, especially on written assignments (Grigoryan, 2017a). Additionally, researchers have indicated that video-based feedback may have a larger impact on students' perceptions of their instructor's social presence (Ketchum et al, 2020;Thomas, West, & Borup, 2017;West & Turner, 2016).…”

Section: Feedback Quality and Deliverymentioning

confidence: 99%

“…Although video-based feedback can require greater WiFi bandwidth, Borup et al determined that learners appreciate how well and clear instructors can elaborate and support in video-based feedback. Like text-based feedback, educators can offer video-based feedback that is personalized and supportive while increasing the likelihood of building relationships with learners (Grigoryan, 2017b;Ketchum et al, 2020). This is especially important when shifting to digital, whereby learners and educators no longer have the benefit of face-to-face conversational exchanges.…”

Section: Feedback Quality and Deliverymentioning

confidence: 99%

“…Borup et al juxtaposed two different modalities feedback (text-based and video-based) to ensure students and instructors were engaged in an efficient feedback experience. It is important to note that the work of Borup et al, like other researchers (e.g., Ketchum, LaFave, Yeats, Phompheng, & Hardy, 2020;Istenič Starčič & Lebeničnik, 2020;Seckman, 2018;West & Turner, 2016) has given attention to student and instructor experiences and preferences. In response, I will offer guidance on applicable feedback strategies for educator-use based upon assignment type (e.g., literature review, performance tasks).…”

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confidence: 99%

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“How Did I Do?”: Giving learners effective and affective feedback

Howard

2020

Education Tech Research Dev

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Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Cited by 8 publications

References 35 publications

Linguistic Aspect of the Technology for the Use of Video Content in the Process of Adaptation of Foreign Students at Higher Education Institutions of the United States of America

Linguistic Aspect of the Technology for the Use of Video Content in the Process of Adaptation of Foreign Students at Higher Education Institutions of the United States of America

Calculus Learning via Screencast-O-Matic During the Pandemic: An Exploration Towards Students’ Perception of Math Anxiety

“How Did I Do?”: Giving learners effective and affective feedback

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