Timely feedback with large cohorts (155 non-specialist accounting students in this case) can be difficult. Lim Teoh and Pru Marriott from Winchester Business School undertook a project to use alternate ways of feeding back.
What was this project doing?
This YouTube video takes us through a presentation demonstrating the results of an attempt within this module to use audio-visual screencasting feedback. The module is focusing upon a feed-forward model, allowing the students to be more reflective, and looking to improve their work in the future.
Why might we want non-written feedback?
Written feedback is often illegible, so on-screen commenting gets past that. Students posted their assignments to the VLE, from where the tutor downloaded it, then marked using the annotations feature in Word and screencasting software.
What's on the video?
A series of slides outlining the project. Two minutes in, there's a 2.5 minute section of (full) feedback, followed by analysis of feedback from the students.
What did the students think?
The group was female-dominant, most were under 20, and most were from the UK/English as a first language. If given the option, 78% would opt for audio-visual feedback (only 4% for audio-only feedback). Appropriate length of feedback was felt to be 2-5 minutes, and dyslexic students were exceptionally positive about it. Students liked to be able to see their tutor talking through the structure in a step-by-step style (rather than 'random' comments), and it felt more personal.
What did the tutor think?
The tutor noted that students still only tended to look when they felt that their grade was below par. The process didn't necessarily save time (although increased experience in using it may), but was qualitatively better.
Dr Bex Lewis
University of Winchester