The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?

  • Authors:

  • Anne Crook;Alice Mauchline;Stephen Maw;Clare Lawson;Robyn Drinkwater;Karsten Lundqvist;Paul Orsmond;Stephen Gomez;Julian Park

  • Affiliations:

  • Centre for the Development of Teaching and Learning, University of Reading, Whiteknights, Reading RG6 6AA, UK;Department of Agriculture, University of Reading, Earley Gate, PO Box 237, Reading RG6 6AR, UK;UK Centre for Bioscience, The Higher Education Academy, Room 9.15, Worsley Building, University of Leeds, Leeds LS2 9JT, UK;Department of Agriculture, University of Reading, Earley Gate, PO Box 237, Reading RG6 6AR, UK;Department of Agriculture, University of Reading, Earley Gate, PO Box 237, Reading RG6 6AR, UK;School of Systems Engineering, University of Reading, Whiteknights, Reading RG6 6AY, UK;Faculty of Sciences, Staffordshire University, College Road, Stoke-on-Trent, Staffordshire ST4 2DE, UK;Work Based & Placement Learning, Endsleigh Place, University of Plymouth, Drake Circus, Plymouth, Devon PL4 8AA, UK;Department of Agriculture, University of Reading, Earley Gate, PO Box 237, Reading RG6 6AR, UK

  • Venue:
  • Computers & Education
  • Year:
  • 2012

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Abstract

There are numerous issues surrounding the provision of assessment-related feedback in Higher Education, which in recent years have been highlighted in the National Student Survey. In this paper questionnaire data from staff and students at the University of Reading are used to confirm the main issues encountered with feedback, namely problems of time efficiency for staff, lack of engagement by students with feedback and issues with the timeliness and quality of feedback received. Therefore we explored the potential of technology, specifically video, to address these issues by enabling staff to produce brief feedback videos for students. The videos were housed within a new online resource, 'ASSET', and were used to investigate whether use of this technology could enhance the feedback experience for both staff and students. A pilot of the ASSET resource for generic feedback provision found that it was considered advantageous by staff and students. Moreover, the use of video was also shown to resolve many of the common problems of feedback in relation to quality and engagement of students.