Investigating Students' Perceptions of Screencasting Style of Video Feedback in Online Courses

被引：4

作者：

Lowenthal, Patrick R. ^{[1
]}

Fiock, Holly S. ^{[2
]}

Shreaves, Dana L. ^{[3
]}

Belt, Eric S. ^{[4
]}

机构：

[1] Boise State Univ, 1910 Univ Dr, Boise, ID 83725 USA

[2] Purdue Univ, 100 N Univ St, W Lafayette, IN 47907 USA

[3] Pacific Lutheran Univ, 12180 Pk Ave S, Tacoma, WA 98447 USA

[4] Univ Maryland, 620 W Lexington St, Baltimore, MD 21201 USA

来源：

TECHTRENDS | 2022年 / 66卷 / 02期

关键词：

Video feedback; Social presence; Feedback; Screencasts; Online learning; INSTRUCTOR SOCIAL PRESENCE; PEER FEEDBACK; COMMUNICATION; COMMUNITY; EMOTIONS; INQUIRY; ENHANCE; IMPACT; TEXT;

D O I：

10.1007/s11528-021-00665-x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.

引用

页码：265 / 275

页数：11

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