Video Feedback in Education and Training: Putting Learning in the Picture

Abstract

This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE=0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research.

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

“…Fragment 2), which seems to distract their attention from the instructional agenda: to focus on professionally relevant aspects of teamwork. In line with Fukkink et al (2011), the results of this study show that unguided seeing could lead to a focus on superficial impressions and could require instructional efforts that redirect the participants' attention to substantial aspects. Without further guidance, novices might Bfind themselves at sea, in a stream of continuous detail they don't know how to parse during the course of their real-time viewing in order to make sense of it^ (Erickson 2007, p. 146).…”

Teacher learning in the context of a continuing professional development programme: A case study

“…The trainer provided the teachers with extensive feedback, because learning about teaching is enhanced when the approaches that are advocated in the CPD programme are modelled by the teacher educator who is delivering the CPD programme (Korthagen, Loughran, & Russell, 2006). A considerable part of the CPD programme consisted of video-based learning, since research has shown that the use of videos can yield positive effects on teachers' beliefs and on their interaction skills (Fukkink, Trienekens, & Kramer, 2011;Van Es & Sherin, 2010).…”

Dynamics of Resistance to Change: A Sequential Analysis of Change Agents in Action

“…This may be particularly important in situations or conversational moments when change recipients are already highly resistant to change. Again, the observational method seems to be especially useful for sensitizing change agents for their own communication behaviour (Fukkink, Trienekens, & Kramer, 2011). Videotaped interactions are a preferable method in communication training (Kurtz, Silverman, & Draper, 2005).…”