The Student Experience of Video-Enhanced Learning, Assessment, and Feedback

The Student Experience of Video-Enhanced Learning, Assessment, and Feedback

James McDowell (Lancaster University, UK)
DOI: 10.4018/978-1-7998-0426-0.ch002


Evaluating the impact on the student experience of the integrated model of video-enhanced learning, assessment, and feedback discussed in the previous chapter, qualitative data collection employed anonymous online questionnaires, semi-structured interviews, and dialogic interviewing techniques, drawing on summative results data to inform methodological triangulation of the findings. Data analysis combined thematic analysis, constant comparison, and direct interpretation within a grounded theory framework. Illustrative cases present the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants. The chapter concludes that an integrated model of asynchronous video-enhanced learning, assessment, and feedback can promote increased reflexivity, enhance learner autonomy, and encourage meta-cognitive self-awareness, while affording greater inclusivity for students affected by dyslexia or Asperger's Syndrome.
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Background and Context

This chapter discusses the student experience of the video-enhanced learning, assessment and feedback interventions developed and integrated over the three cycles described in Chapter 7. Employing the data collection and analysis strategies outlined in Design-Based Research Cycles 2 (DBRC2) and 3 (DBRC3), purposive sampling led to the development of a series of illustrative cases which highlight key findings emerging from the investigation, with emphasis placed on the presentation of raw data derived from semi-structured and dialogic interviews conducted with participants towards the later stages of the study. The participant group was comprised of undergraduate first-year students, all of whom were male in the 18-25 age range, and it is important to note that the six illustrative cases found in this study therefore describe the experience of male participants only. Section 2 introduces the cases of Robert and Keith, two students affected by dyslexia whose experience of the initial video-enhanced assessment (VEA) and video-enhanced feedback (VEF) activities in DBRC2 provided strong direction to the development of the integrated model of video-enhanced learning, assessment and feedback developed in DBRC3.

In Section 3, a further four illustrative cases highlight the impact of this integrated model, with the presentation of interesting and unusual cases including those of one student affected by dyslexia, one student affected by an autistic spectrum condition, and two of their neurotypical peers.

It should be noted that undergraduate students in the UK enter higher education following completion of either A-Levels, which are predominantly assessed by examination, or alternative qualifications approved by the Business and Technology Education Council (BTEC), which are predominantly assessed through coursework; the latter are referred to using the acronym BTEC.

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