Can Video Software Support Assessment and Feedback for Teachers Engaged in Distance, Postgraduate Programmes?
Scott Farrow [farrows@liverpool.ac.uk], University of Liverpool, Liverpool L69 3BX [http://www.liverpool.ac.uk], Anne McLoughlin [Mclougha@edgehill.ac.uk], Edge Hill University, St Helens Road, Ormskirk, Lancashire, L39 4QP [http://www.edgehill.ac.uk], United Kingdom
Abstract
This study aims to explore whether teachers on a postgraduate, distance learning programme can be supported by video technology. The research looks at assessment and feedback around the students’ lesson observations, an aspect of practice undertaken across a wide range of courses within higher education (HE).
Semi-structured interviews were used with students and tutors for data collection and thematic analysis for analysis. Themes from the analysis include “Learning and Teaching from a Distance, Observation Feedback Electronically, Technology Anxiety, Observation Anxiety and Critical Reflection”.
The study outlines the strengths and weaknesses of using video software, as opposed to face-to-face observation of practice, but highlights key pedagogical benefits that come with the use of electronic submitted video observations.
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