Video Feedback in Higher Education – A Contribution to Improving the Quality of Written Feedback

Abstract

The purpose of this article is to promote the significance of feedback regarding students' working with written texts in higher education and to point out how technology can develop the quality and form of teachers' feedback. The results of studies and tests completed in eight separate subject areas demonstrate that video feedback simplifies and increases the efficiency of responding to students' work, as it allows the opportunity to achieve increased levels of precision and quality in the feedback process. Students emphasize their learning dividend and the inspiration they experience from working with this format. They actively use their teacher's comments and acquire a stronger emotional bond with him/ her as well.

Exploring Instructor Perceptions of Using Video-Based Feedback

“…Creation of Video-Based Feedback Mathisen (2012) reported that the process of creating video-based feedback was intuitive for instructors. Many studies reported that providing video-based feedback, required less time than providing written feedback (Denton, 2014;Gonzalez & Moore, 2018;Griffiths & Graham, 2010;Henderson & Phillips, 2015;Lamey, 2015;Mathisen, 2012) or the same amount of time (Crook et al, 2012;Jones et al, 2012;O'Malley, 2011;Schilling & Estell, 2014;Vincelette & Bostic, 2013;West & Turner, 2016). Gonzalez & Moore (2018) found that relying solely on video feedback reduced time spent on each submission compared to written comments.…”

“…Factors that improved efficiency in creating video-based feedback included one-take recording (Anson, 2015;Hall et al, 2016;Lamey, 2015;Moore & Filling, 2012), familiarity with the software (Hyde, 2013), and a conscious effort to be concise (Lamey, 2015;Mathisen, 2012). While one-take recording improved efficiency, Anson (2015) cautioned that comment quality might suffer if instructors were inexperienced.…”

“…However, recordings became much faster after becoming familiar with the software and annotating on screen. Both Lamey (2015) and Mathisen (2012) found that the five-minute limit imposed by their software choice forced them to be more concise when providing video-based feedback, yielding greater efficiency. Mathisen (2012) initially took extensive notes and recorded a five-minute video but found the grading process took longer than before.…”

“…Both Lamey (2015) and Mathisen (2012) found that the five-minute limit imposed by their software choice forced them to be more concise when providing video-based feedback, yielding greater efficiency. Mathisen (2012) initially took extensive notes and recorded a five-minute video but found the grading process took longer than before. Reducing the target length to four minutes and eliminating detailed note-taking resulted in more disciplined feedback and increased efficiency of feedback creation (Mathisen, 2012).…”

Synchronous video-based supervision and feedback in professional education

“…Video-based feedback has been widely used to support learning in education and professional development (Fukkink et al, 2011;McDonald et al, 2018). In student-teacher practicums, academic teachers use video-based supervision and feedback to respond through screen-capture technology (Mathisen, 2012) and synchronous video-based supervision (Mathisen & Bjørndal, 2016;Wergeland & Mathisen, 2009).…”