About this paper

Appears in:
Pages: 6581-6589
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

THE APPLICATION OF A MULTIFACETED METHOD OF FEEDBACK TO ENHANCE STUDENTS’ PERCEPTION OF FEEDBACK USING VIDEO ASSIGNMENT BRIEF AND TURNITIN AS PART OF A FEED FORWARD STRATEGY

J. Hill, C. Smith

University of Central Lancashire (UNITED KINGDOM)
Background
Historically there has been a perception from students, identified through the National Student Survey (NSS), that they are less satisfied with assignment feedback than with other criteria within the NSS, furthermore this key variable of perception of student feedback has been identified to be a quintessential element in the students’ overall satisfaction within Higher Educational within the United Kingdom with regards to overall satisfaction, further substantiating its importance. This relatively low student satisfaction level of assessment and feedback was also identified within the Foundation Degree in Health and Social Care at the University of Central Lancashire. Turnitin has been indicated to facilitate an enhanced turnaround of feedback and feedback clarity using the inbuilt feedback system; furthermore the application of video technology has been successfully utilized to enhance understanding of complex information in many domains.

Methods
Aims: To compare the satisfaction levels of students who are undertaking the Foundation Degree in Health and Social Care at the University of Central Lancashire, using the NSS paper-based feedback and paper-based assignment brief, compared to an annotate and video-based assignment brief and audio feedback via Turnitin.

Sample: A 14 learner cohort was recruited using an opportunity sample from a Foundation Degree in Health and Social Care within the University of Central Lancashire.

Intervention: Application of annotate, audio feedback and rubric via Turnitin and video-based assignment brief.

Data collection: Data was collected using the NSS feedback assignment section 2 “Assessment and Feedback”. These are five statements based on a six-point Likert Scale. Baseline assessment: This was carried out after the students have undertaken the standard module with paper-based feedback and paper-based assignment brief. Second data collection: This was undertaken after delivery of video-based assignment brief and audio feedback via Turnitin.

Results
Using the NSS calculation range from 9% - 55% agreement on the five statements at baseline assessment and second data collection after intervention of all five statements had 100% agreement. Satisfaction levels increased significantly comparing baseline to second data collection for all five statements evaluating data using five-point Likert scale, statement five (z = -3.00, p = 0.00), statement six (z =-2.15, p = 0.01), statement seven (z =-2.84, p = 0.02), statement eight (z =-2.97, p = 0.01), statement nine (z =-2.87, p = 0.02).

Conclusion
Our findings suggest that the application of video and annotate, audio feedback and rubric via Turnitin has a positive association with student satisfaction levels on a Foundation Degree in Health and Social Care.

Possible Application
Turnitin is the market leader in plagiarism detection, demonstrated by its wide use; therefore this research has relevant applicability to a wide audience due to the software being heavily used. With regards to the use of videos recording assignment briefs, there are a wide range of freeware screen capture and software making this technology easily accessible by all. As with combining these two technologies it has demonstrated a positive association with student feedback.
@InProceedings{HILL2013APP,
author = {Hill, J. and Smith, C.},
title = {THE APPLICATION OF A MULTIFACETED METHOD OF FEEDBACK TO ENHANCE STUDENTS’ PERCEPTION OF FEEDBACK USING VIDEO ASSIGNMENT BRIEF AND TURNITIN AS PART OF A FEED FORWARD STRATEGY},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {6581-6589}}
TY - CONF
AU - J. Hill AU - C. Smith
TI - THE APPLICATION OF A MULTIFACETED METHOD OF FEEDBACK TO ENHANCE STUDENTS’ PERCEPTION OF FEEDBACK USING VIDEO ASSIGNMENT BRIEF AND TURNITIN AS PART OF A FEED FORWARD STRATEGY
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 6581
EP - 6589
ER -
J. Hill, C. Smith (2013) THE APPLICATION OF A MULTIFACETED METHOD OF FEEDBACK TO ENHANCE STUDENTS’ PERCEPTION OF FEEDBACK USING VIDEO ASSIGNMENT BRIEF AND TURNITIN AS PART OF A FEED FORWARD STRATEGY, EDULEARN13 Proceedings, pp. 6581-6589.
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