“It makes you feel like they’ve actually put effort into it.” Students’ perceptions of screen-capture video feedback on assignments on a social science course

Pryke, S, Rees, M ORCID: https://orcid.org/0000-0002-9749-1998 and Witton, G, 2023. “It makes you feel like they’ve actually put effort into it.” Students’ perceptions of screen-capture video feedback on assignments on a social science course. Interactive Learning Environments. ISSN 1049-4820

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Abstract

This article is the first to examine the use of screen-capture video feedback on student assignments on a social science degree at a British university. It is based on qualitative, focus group, research with students who received one or more video recordings on their academic work over the period 2019–2021. The article first places video feedback in the wider context of research on the subject. Our literature review suggests that whilst video does not herald a pedagogic revolution, it is a considerable advance on orthodox written feedback. Our findings are that students prefer video recordings because they provide (1) an interpersonal aspect to feedback; (2) more extensive, detailed, nuanced and directed coverage of their work than with written comments; (3) a more credible appreciation of their grade. Our discussion ends with a summary of our findings and a breakdown of the benefits and constraints of video feedback.

Item Type:	Journal article
Publication Title:	Interactive Learning Environments
Creators:	Pryke, S., Rees, M. and Witton, G.
Publisher:	Routledge
Date:	30 January 2023
ISSN:	1049-4820
Identifiers:	Number Type 10.1080/10494820.2023.2167839 DOI 1747478 Other
Rights:	© 2023 the author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	03 Apr 2023 16:30
Last Modified:	03 Apr 2023 16:30
URI:	https://irep.ntu.ac.uk/id/eprint/48692

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