Technologies Used: Webcam, Email
Author: Dr. Michael Henderson
Description of Activity
Students have given me a lot of positive feedback when I have used video recordings of myself talking about their assignment. I have used these videos in two ways:
- as a supplement to the written feedback on their essays, and more excitingly
- as a way to naturally engage with the ideas in their essays
The most exciting aspect is that it has made a significant impact on my own work practices. I have always been annoyed that I spend so much time on commenting about the text (ie. spelling, grammar, logical flow, referencing, use of supporting evidence, etc) that I don’t get a chance to talk about the ideas themselves. I have found that when I use video I still comment about the text but I also naturally start to talk about the key ideas being raised in the assignment. I also talk about how students could extend upon their ideas and other literature they could call upon. I was shocked to find that I was starting to enjoy marking!
A video recording can also add a sense of personalisation that cannot be easily replicated by written comments. An instructor’s facial expressions, vocal inflection and gestures all add to the student’s sense of engagement. Video feedback can also help students develop a feeling of connection with their instructor and their institution.
Pedagogy and links to wider literature
Media Richness Theory
One of the key theories relating to the use of video feedback is media richness theory. Media richness is defined as the ability of a medium to carry information (Trevino, Lengel et al. 1987). Rich media are those that carry the most information, for example, a video conveys facial expressions, vocal variety and physical gestures. Lean media are those that carry the least information, for example, emails convey only text. For more information on media richness theory refer to:
Trevino, L. Lengel R. & Daft R. (1987) Media Symbolism, Media Richness, and Media Choice in Organizations. Communications Research 14 5 P 553-574.
Social Presence Theory
Another body of literature that is relevant to video feedback is social presence theory. Social presence is defined by Russo (2000) as, “The degree to which a person is perceived to be real in a mediated environment”. For more information on media richness theory refer to:
Russo, T. (2000). Social Presence: Teaching and Learning with Invisible Others. WSU Presentation.
Newberry, B. Media Richness, Social Presence and Technology Supported Communication Activities in Education, retrieved from http://learngen.org/resources/module/lgend101_norm1/200/210/211_3.html
Related Resources
Video: How Do I Create Video Feedback?
To cite this article please use the following:
Henderson, M. (2009). Using Video To Provide Student Feedback. In M.Henderson & A.Fernando (Eds) Online Teaching Centre. Faculty of Education: Monash University.
March 15th, 2009 at 8:18 pm
This appears to be an extremely effective and efficient way to share ideas and collaborate and experiment with new ideas and people!
I came away with a renewed enthusiasm that “I can do it too!”