IBLC11-Abstract-Using Asynchronous Video to Promote Learner Engagement through the Enhancement of Assessment and Feedback
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16 May 2011
Author: Mr James McDowell
The opportunity offered for reflexivity is often cited as a key benefit of asynchronous text-based approaches in online learning communities, however this mode of communication can place limitations on the engagement of learners within blended learning contexts, and can also act as a barrier to inclusivity for learners with conditions such as dyslexia.
Research exploring alternatives to asynchronous text-based communications to enhance social and teaching presence in blended learning communities has focused primarily on the use of audio, while technical considerations such as file-size and bandwidth have previously meant the use of video has been overlooked and under-researched. Improvements in file compression, broader availability of internet access, and the development of more robust mobile communications networks in recent years mean that greater consideration can now be given to embedding video technologies.
This paper presents the interim findings of an ongoing Teaching and Learning project at the University of Huddersfield, run in collaboration with Edge Hill University, examining the emerging potential for asynchronous video to (i) enhance the assessment and feedback process through the integration of mobile technologies, (ii) encourage greater learner engagement within blended learning communities, and (iii) offer greater inclusivity for learners with difficulties such as dyslexia.
Employing an action research methodology, the VERiFy project provides a framework for undergraduate learners to receive formative feedback in video form, accessed through personal computers and mobile devices. The intervention aims to encourage learners to engage in a conversational framework by responding to formative feedback using screen capture software, webcams and mobile technologies such as the iPhone 4. This continuous and iterative process seeks to enable an ongoing conversation between learner and tutor, facilitating opportunities for reflexive learning while retaining the benefits of those visual cues associated with face-to-face learning.
Keywords: asynchronous, video, mobile, technologies, engagement, feedback