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Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation

Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation

Tara L. Kaczorowski, Andrew I. Hashey
Copyright: © 2020 |Pages: 22
ISBN13: 9781799801191|ISBN10: 1799801195|ISBN13 Softcover: 9781799801207|EISBN13: 9781799801214
DOI: 10.4018/978-1-7998-0119-1.ch006
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MLA

Kaczorowski, Tara L., and Andrew I. Hashey. "Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation." Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, edited by Emtinan Alqurashi, IGI Global, 2020, pp. 94-115. https://doi.org/10.4018/978-1-7998-0119-1.ch006

APA

Kaczorowski, T. L. & Hashey, A. I. (2020). Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education (pp. 94-115). IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch006

Chicago

Kaczorowski, Tara L., and Andrew I. Hashey. "Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, edited by Emtinan Alqurashi, 94-115. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0119-1.ch006

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Abstract

Reflection is an essential component of experiential learning. Traditional means of reflection rely on memory of experiences, which can be incomplete or even faulty. Video-enhanced performance feedback (VPF)—the use of video to as supporting evidence in the reflective process—has the potential to transform reflective practice. In this chapter, the authors describe how VPF has been utilized by 13 instructors across two higher education institutions for the purposes of noticing, self-reflection, and evaluation/feedback. Results of an exploratory case study on perceptions of using VPF to support reflection indicate approximately 90% of students found Vosaic, the technology used at these institutions for VPF, easy to use and helpful to notice strengths and areas for improvement in their professional practice. Implications and considerations for incorporating VPF across disciplines are also addressed.

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