About this paper

Appears in:
Pages: 1890-1896
Publication year: 2020
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.0605

Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference

A SYSTEMATIC REVIEW OF THE LITERATURE ON VIDEO FEEDBACK USED IN HIGHER EDUCATION

R. Kay, T. Bahula

University of Ontario Institute of Technology (CANADA)
Effective, timely feedback is a critical part of learning and can increase understanding and future learning performance. The standard format of feedback in digital environments is text-based, however, the use of video-based feedback has risen recently, particularly in online environments. The viability, sustainability and effectiveness of video feedback are not well understood. The purpose of the current study, then, was to conduct a systematic literature review of research on the use of video-based feedback in higher education from 2009-2019. Sixty-seven peer-reviewed articles, selected from a systematic search of electronic databases, were organized and examined through the lenses of Diffusion of Innovation and Community of Inquiry theory. Three key themes emerged: instructor perspective, student perceptive, and learning outcomes. Instructors reported that video feedback was easy to use and efficient, resulting in better quality feedback and increased social and cognitive presence. It is worthwhile noting that even though instructors preferred giving video feedback, a significant number did not use it again. Students preferred video over text-based feedback noting that it was more detailed, more precise, richer and increased higher-order thinking and future improvement. They also reported that this type of feedback increased social and cognitive presence. Students cited accessibility, the linear nature of feedback, and the evocation of negative emotions as adverse effects of receiving video feedback. Learning outcomes of using video-based feedback were positive, leading to increases in the quality of thesis statements, structure, and supporting evidence provided by students. Finally, the educational implications of this study and future research opportunities are discussed.
@InProceedings{KAY2020ASY,
author = {Kay, R. and Bahula, T.},
title = {A SYSTEMATIC REVIEW OF THE LITERATURE ON VIDEO FEEDBACK USED IN HIGHER EDUCATION},
series = {12th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN20 Proceedings},
isbn = {978-84-09-17979-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2020.0605},
url = {http://dx.doi.org/10.21125/edulearn.2020.0605},
publisher = {IATED},
location = {Online Conference},
month = {6-7 July, 2020},
year = {2020},
pages = {1890-1896}}
TY - CONF
AU - R. Kay AU - T. Bahula
TI - A SYSTEMATIC REVIEW OF THE LITERATURE ON VIDEO FEEDBACK USED IN HIGHER EDUCATION
SN - 978-84-09-17979-4/2340-1117
DO - 10.21125/edulearn.2020.0605
PY - 2020
Y1 - 6-7 July, 2020
CI - Online Conference
JO - 12th International Conference on Education and New Learning Technologies
JA - EDULEARN20 Proceedings
SP - 1890
EP - 1896
ER -
R. Kay, T. Bahula (2020) A SYSTEMATIC REVIEW OF THE LITERATURE ON VIDEO FEEDBACK USED IN HIGHER EDUCATION, EDULEARN20 Proceedings, pp. 1890-1896.
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