The Face Of Feedback: Exploring The Use Of Asynchronous Video To Deliver Instructor Feedback In Multidisciplinary Online Courses

ABSTRACT THE FACE OF FEEDBACK: EXPLORING THE USE OF ASYNCHRONOUS VIDEO TO DELIVER INSTRUCTOR FEEDBACK IN MULTIDISCIPLINARY ONLINE COURSES by NAIMAH NOELLE WADE November 2015 Advisor: Dr. Monica Tracey Major: Instructional Technology Degree: Doctor of Philosophy The purpose of this qualitative, design-based research study was to design, implement, and explore the use of an asynchronous video feedback protocol in higher education online courses. Bannan’s (2013) Integrative Learning Design Framework guided the design and implementation strategy for this study by dictating its three core phases; 1) Informed Exploration, 2) Enactment, and 3) Local Impact Evaluation. The video feedback intervention cycled through two design iterations to understand the experiences of the study participants and interpret the corresponding implications for instructional designers, teaching and learning practitioners and student success administrators. The study gathered data using multiple methods including, a designer reflection journal, a practitioners pre-launch assessments, weekly reflections questionnaires, post-intervention debrief interviews and student reflections. To expand upon the existing body of research on technology-enhanced feedback provision in online courses, this study explored video feedback from the perspective of faculty members and instructors, with specific regard their perceptions and engagement with the selected video technology. The findings revealed that an asynchronous video feedback protocol, designed to integrate Screen-cast-o-matic and Blackboard, captured a plausible solution to an authentic problem with instructor feedback. Using grounded theory, the findings were unpacked as they relate to student/instructor experiences and perceived learning gains. The study also drew upon its evidenced-based conclusions to summarize a recommended set of design principles that emerged in the research process. The first principle related to the design process, as a whole; The design process for an asynchronous feedback protocol is dynamic and revolves around a clear picture of the desired end, coupled with and systemic approach to progressing from concept to creation of a functional product. The second principle was associated with design decisions; The instinctive decision-making of the designer plays a defining role in bridging the gap between the intervention’s technical needs and the stakeholder’s functional desires. The third principle related to the universal application of asynchronous video feedback; With deliberate effort, asynchronous video feedback can be designed transcend specific topics or subject matters. The fourth principle addressed integrating asynchronous video feedback; The expectations of asynchronous video feedback users should be managed such that self-efficacy is cultivated prior to implementation. This study revealed implications for several stakeholders in higher education including instructional designers, course developers, faculty, student success administrators and teaching and learning practitioners. For instructional designers and course developers, the most striking implications of this study relate to the role of failure in design and the emergent design principles for an asynchronous video feedback intervention. For administrators in teaching and learning roles or those who work on student success, this study presents an innovative approach to narrowing the psychological distance that can characterizes technology mediated learning environments. It also positions video feedback as a potential strategy for streamlining the feedback provision practices of academic faculty. Finally, it sheds light on the importance of instructor visibility in the online environment and the impact that a more tangible connection with the instructor could have on student engagement

Factors Influencing Faculty Use of Screencasting for Feedback

This study explored faculty concerns in using screencasting to give feedback, why they choose to adopt it, and what training and support would benefit them in the adoption of such a method. This is a single embedded case study using a stages of concern questionnaire, semistructured and open-ended interviews, as well as media comment reviews as data collection methods. Some 21 professors from a southwestern private university participated in the research, representing 51 potential participants who have been exposed to screencasting for feedback through software ownership, training, or coaching. After the completion of this questionnaire, 16 participants were interviewed in depth, and five of them provided examples of their media feedback. A finding was that screencasting holds promise to give feedback in a residential university setting as it could enrich the cognitive and affective content of feedback. Faculty members were concerned mostly with the personal aspects of using screencasting feedback, such as time demand. Another finding was that professors make sophisticated choices when deciding modalities to give feedback; such choices depend on class size, the nature of content, the rules they use, and the division of labor. Recommendations include greater use by faculty and improved training by faculty developers to assist faculty in using screencasting to give feedback

A Case Study Examining How Students in an Elementary, Early Childhood, and Exceptional Child Educator Preparation Program Acquire Technology Skills

This qualitative case study examined two sections of an educational technology class that was part of an elementary, early childhood, and exceptional child educator preparation program, to determine how students acquired educational technology skills for future teaching. As the ability to integrate educational technology skills into teaching and learning is vital to preservice educators, this study aimed to address possible changes needed in educator preparation programs to ensure preservice educators are ready to effectively teach with educational technology in their field experiences, student teaching, and future classrooms. In order to examine how students acquired educational technology skills, the researcher observed two sections of an educational technology class at a regional state university, as well as conducted interviews with students in the class. The researcher also used instructor-assigned application journals, pre- and post-surveys, and Philosophy of Educational Technology Integration Statements. The researcher also used a Modified STEBI-B, given to students at the beginning and end of the semester, to evaluate student self-perceived growth in 19 educational technology skills. Through qualitative analysis of the data, the researcher ascertained that students acquired educational technology skills through instructor modeling of technology tools and skills followed by application assignments with the tools and skills. The researcher also ascertained that the digital competence of the instructor impacted the ability of students to acquire technology skills and that the use of a hybrid instructional design, one day face-to-face and one day online, for the course allowed students more time to interact with the technology and boosted student acquisition of educational technology skills. By completing qualitative data analysis on student application journals, the researcher also ascertained that the application journals ensured students spent time interacting with educational technology tools in a more in-depth manner. The researcher suggests that educator preparation programs support teacher educators in participating in technology professional development on an ongoing basis. The researcher also suggests that educator preparation programs carefully consider the instructional design of educational technology courses, as well as ensuring technology integration is embedded in all educator preparation coursework in a thoughtful and meaningful way, including content courses

Grammatical accuracy improvement in virtual learning environments using screencast feedback

122 Páginas.This research was carried out with 49 undergraduate students enrolled in a Colombian, virtual, public university. It aimed to analyze the grammatical accuracy improvement of students when writing short descriptive texts after they received feedback through screencasts. This study was a mixed action research since qualitative and quantitative methods to gather data were used; this approach allowed the researcher to use four types of instruments: a pre intervention survey, students' short descriptive texts, a teacher's journal and a post intervention survey. Data was analyzed using Descriptive Statistics and Grounded Theory. Findings revealed that students who were developing their language competencies in a virtual learning environment benefited through the use of image and audio in a single resource, which allowed the teacher to combine oral and written comments, provide observations on specific issues, and suggest how errors should be corrected. In like manner, screencast feedback proved to be a strategy that not only allowed students to have the opportunity to understand and improve their grammatical errors when writing short descriptive texts but also the teacher to make appropriate and punctual suggestions. ​

Capturing digital experience: The method of screencast videography

This paper presents a novel research methodology, screencast videography (SCV), as an approach to studying interactions and experiences in the digital space. Screencasting is a method of digitally-recorded computer/mobile screen output, with or without audio narration. Focusing on the dynamic, highly visual digital environment in which many modern experiences such as e-shopping take place, SCV can be used for videographic studies of digital experiences that are rarely captured by means of traditional videography owing to the private settings of such experiences. SCV is able to capture dynamic experiences in the digital space, opening up opportunities for a wealth of screencast-based research to enhance our understanding of digitally- occurring interactions, experiences and phenomena. This paper discusses the ontological and epistemological assumptions of SCV and how it is situated in relation to other relevant methodological approaches (videography and netnography). It then outlines, step-by-step, the methodological protocol for SCV and its possible applications. An illustrative example of using this method to study digital experience in the context of online fashion shopping is presented and discussed. This is the first presentation of such a method, offering a promising approach to studying similar experiences in the digital world

Reflecting the science of instruction? Screencasting in Australian and New Zealand academic libraries: a content analysis

Research problem Instructional screencasts are increasingly part of the online tutorial mix offered by academic libraries, but what makes for effective screencast design? This research provides a snapshot of screencast design in Australian and New Zealand academic libraries and appraises it through the lens of multimedia learning theory. Methodology Evidence-based design principles that promote effective learning for multimedia were identified from the research literature. A cognitive psychological approach was taken, drawing principally from Mayer’s cognitive theory of multimedia learning. The principles outlined in Mayer’s theory were translated into guidelines applicable to screencast tutorial production. These guidelines formed the basis for an assessment rubric which was applied to screencasts produced by New Zealand and Australian Universities. Content analysis was then applied to determine to what extent screencast tutorials in the sample reflected the principles outlined in Mayer’s theory. Results On average, screencasts from the institutions surveyed integrated 7.6 of 9 effective multimedia principles. The low variance across the sample suggests this high standard was approximated or exceeded by most tutorials. Australian and New Zealand libraries were of a comparable standard overall with similar areas of strength and weakness. Implications Mayer’s principles provide a useful foundation for designing effective multimedia instruction. The translation of these principles into screencast design guidelines will hopefully serve as useful considerations. Commonly neglected principles (coherence, signalling and segmenting) present areas for design improvement but also opportunities for further research in an academic library context

development tools usage inside out

The software engineering community is continuously producing tools to tackle software construction problems. This paper presents a research study to identify which tools, artifacts, and commands developers use during task solving and how one can design software that can suggest and convince the developer to use specific software construction techniques. We want to understand under which conditions developers accept suggestions for a more efficient and effective usage of the available instruments, and if observed usage patterns correlate with observable improvements in the process or product. The expected results include detailed logs of how developers construct software during XP 2016, their preferences for software construction recommendations, and which effects accepted suggestions have on task execution and outcome

An Analysis and Demonstration of eLearning Multimedia Best Practices

As contemporary education moves more and more online, multimedia has become an important aspect of the delivery of educational resources whether augmenting in-person, blended or distance courses. The multimedia eLearning module plays a targeted role within the broad spectrum of multimedia. This portfolio demonstrates best practices for eLearning module design and development. Intended as a resource for designers and developers, in particular those practicing in higher education, the portfolio reviews best practices from a theoretical and practical basis. Through eLearning Design Theory, which combines best practices with pedagogical support, the portfolio reviews four eLearning modules as well as an instructional design document. Emphasized is the use of the Principles of Multimedia Learning as the guiding foundation for the design and development of modules. The objective of this portfolio is to provide examples of multimedia modules that have been effectively implemented, review the design process necessary to create those modules and in so doing, provide a meaningful resource for educators who are incorporating multimedia eLearning modules into their course materials

The Roots of Physics Students’ Motivations: Fear and Integrity

Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students\u27 experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping students\u27 motivation through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments