Examining Asynchronous Video Feedback in a Blended Course
Jered Borup, George Mason University, United States ; Richard E. West, Rebecca Thomas, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this study, we examined instructor text and video feedback in technology integration courses that combined face-to-face with online instruction for preservice teachers. Analysis of feedback comments found video comments had significantly higher word counts and contained more comments that provided students with praise and support. Video feedback comments also contained more non-content related comments that appeared to build relationships between the instructor and students. However, text feedback contained more specific correction. As a result we recommend that instructors provide video feedback at the start of the semester and other times when students require more affective support. Instructors may find that feedback is most effective when they provide specific corrections in text and then elaborate on that feedback using video.
Borup, J., West, R.E. & Thomas, R. (2015). Examining Asynchronous Video Feedback in a Blended Course. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 187-190). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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