Student feedback via screen capture digital video: stimulating student’s modified action
Student feedback via screen capture digital video: stimulating student’s modified action
复制标题
通过屏幕捕获数字视频的学生反馈：激发学生的修改动作
DOI：
10.1007/s10734-012-9514-7
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发表时间：
2012
期刊：
影响因子：
5
通讯作者：
J. Gunson
中科院分区：
文献类型：
--
作者：
Nigel Jones;Panicos Georghiades;J. Gunson
通过对MBA和本科生的案例研究，展示了一种向学生提供评估反馈的新技术。反馈方法使用廉价和广泛使用的屏幕捕捉数字视频技术;它给学生的印象是在标记过程中。此外，它使导师能够提供更丰富的反馈。例如，导师可以注释和纠正与传统的方法;演示一步一步的答案制定;算法;显示解决方案，替代答案等主要数据收集的目标群体的学生和导师使用新的反馈媒体的反射。从混合定性和定量的方法，在这个连续探索性研究的结果表明，（a）这种媒体比传统的沟通反馈的方法有优势，（B），学生喜欢这种新形式的反馈，（c）这鼓励他们参与和学习的导师评估的答案，而不是只集中在获得分数。这一代的学生似乎发现这种媒介与他们在技术丰富的生活中习惯的其他交流形式非常吻合。通过屏幕捕捉数字视频的反馈需要双方的参与，导师和学生，有效的沟通，以更高的水平，并有助于刺激学生不断改进和修改的行动。我们发现，在这个案例研究中的形成性评估反馈机制，即使它不是一个对话，是异步的，鼓励更多的学生参与反馈比以前的方法的注释学生提交的工作。
A new technique of providing assessment feedback to students is demonstrated via a case study of MBA and undergraduate students. The feedback method uses inexpensive and widely available screen capture digital video technology; it gives the student an impression of being present during the marking process. In addition it enables the tutor to provide a richer range of feedback. For example the tutor can annotate and correct as with traditional methods; demonstrate step-by-step answer formulation; algorithms; show the solution, alternative answers, etc. Primary data was collected from target groups of students and from tutor reflection on using the new feedback medium. Results from a mixed qualitative and quantitative approach in this descriptive-exploratory study suggest that (a) this medium has advantages over traditional methods of communicating feedback, (b) that students enjoy this new form of feedback, and (c) that this encourages them to engage with and learn from the tutor assessment of answers, rather than concentrating only on obtaining marks. It seems that this generation of students find the medium a close fit with other forms of communication they are used to in their technology enriched lives. Feedback via screen capture digital video takes engagement of the two parties, tutor and student, to a higher level of effective communication and helps stimulate students to continually improve and modify action. We have found that the formative assessment feedback mechanism in this case study, even though it is not a dialogue and is asynchronous, does encourage greater student engagement with feedback than prior methods of annotation on student submitted work.