July 26, 2021
July 26, 2021
July 19, 2022
Computers in Education
We know from research that feedback to students is an decisive aspect in the learning process. Students learn better when they receive relevant and timely feedback from faculty members regarding their assignments. Multiple studies have shown this. However, if students do not review the feedback, it is not effective, and faculty members routinely speak to anecdotal stories of students disregarding feedback given to them.
In previous papers, the usage of multimedia feedback has been discussed. In essence, with multimedia feedback, traditional written comments are generally replaced with a short, narrated video whereby the feedback is provided both using audio and visual techniques. Overall, this approach has been shown to be quite effective for communicating with students. However, as with traditional feedback, the videos are only effective if students watch them.
This paper will present a new approach toward video feedback, namely integrating an optional individual reflection into the process. Students who watch the video and complete a brief reflection can make back some points toward their assignment. The paper will show comparisons of student performance across multiple sections using this mechanism, comparing the students who did not generally watch videos, the students who watched videos but did not submit reflections, and the students who watched videos and submitted reflections. Results will be provided across multiple courses and multiple sections whereby this approach was employed.
Schilling, W. W. (2021, July), Assessing the Effectiveness of Individual Reflections on Video Feedback Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36714
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