调查学生对在线课程中视频反馈屏幕录制风格的看法。

Investigating Students' Perceptions of Screencasting Style of Video Feedback in Online Courses.

作者信息

Lowenthal Patrick R, Fiock Holly S, Shreaves Dana L, Belt Eric S

机构信息

Boise State University, 1910 University Drive, Boise, ID 83725 USA.

Purdue University, 100 N. University Street, West Lafayette, IN 47907 USA.

出版信息

TechTrends. 2022;66(2):265-275. doi: 10.1007/s11528-021-00665-x. Epub 2021 Sep 21.

DOI:10.1007/s11528-021-00665-x

PMID:34568876

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8454992/

Abstract

Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.

摘要

反馈是学习过程的重要组成部分。异步在线课程的特点是有大量基于文本的反馈。然而，异步在线课程中的视频反馈是一个新兴的研究领域。本研究调查了学生对在线课程中视频反馈的屏幕录制风格的看法。在这门课程中，学生收到了来自教师的视频反馈，并向同龄人提供和接收了视频反馈。2018年至2020年期间，共有84名研究生完成了一项课程结束后的调查，该调查部分聚焦于学生对视频反馈的满意度和感知到的学习效果，以及对社交临场感的总体看法。结果表明，学生对收到视频反馈感到满意，视频反馈有助于他们感知到的学习，并且社交临场感的看法与之前的研究相当。讨论了研究的局限性和对实践的启示。