Schilling, W. W., & Estell, J. K. (2013, June), Enhancing Student Comprehension with Video Grading  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19548

\bibitem{asee_peer_19548}
  Schilling, W. W., \& Estell, J. K. (2013, June), \emph{Enhancing Student Comprehension with Video Grading}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19548

Walter W Schilling Jr. and John K. Estell.  "Enhancing Student Comprehension with Video Grading".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19548 Internet.  26 Apr, 2024

\bibitem{asee_peer_19548}
  Walter W Schilling Jr. and John K. Estell.
  "Enhancing Student Comprehension with Video Grading".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19548 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_19548
author = "Walter W Schilling Jr. and John K. Estell"
title = "Enhancing Student Comprehension with Video Grading"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19548}
number = {10.18260/1-2--19548}
}

TY  - CPAPER
AB  -              Enhancing Student Comprehension with Video GradingAbstractEngineering students have different learning styles. Many techniques have been developedin the classroom setting to address these differences, and these approaches have been welldocumented. One of the more interesting approaches that has been recently developed isthe inverted classroom, in which students view short videos prior to lecture as one of theirpreparation activities. However, when it comes to providing feedback to students onsubmitted assignments, the main method employed is still the lo-tech paper-based writtencomment. This method continues to be employed because it is simple to do, can easily bedone offline, and is domain independent. However, written feedback is often highlyineffective; it is often the case that students will just look at their score, and then file thegraded assignment away in some obscure pile, never to be seen again. As a consequence,the time and effort spent by the instructor is wasted.This paper presents an alternative method to provide feedback to students, and represents anatural extension to the video component used in the inverted classroom. In lieu of writtenfeedback, students are provided feedback for their submitted computer programming exercisesthrough the use of a short video made via screen capturing software by the instructor. Thetechnique is relatively straight-forward. For each student’s submission, the submission is firstopened, and then the instructor places the screen capture software into record mode. Theinstructor then goes through the submission, providing verbal commentary as elements to bebrought to the student’s attention are visually brought to their attention. The submitted paperwill describe the specifics of the technique used, student perceptions of the technique, acomparison of faculty effort, and assessment from the use of this technique at two private 4-yearinstitutions located in the Midwest.
AU  - Walter W Schilling Jr.
AU  - John K. Estell
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Enhancing Student Comprehension with Video Grading
UR  - https://peer.asee.org/19548
DO  - 10.18260/1-2--19548
ER  -