The Student Experience of Video-Enhanced Learning, Assessment, and Feedback

Abstract

Evaluating the impact on the student experience of the integrated model of video-enhanced learning, assessment, and feedback discussed in the previous chapter, qualitative data collection employed anonymous online questionnaires, semi-structured interviews, and dialogic interviewing techniques, drawing on summative results data to inform methodological triangulation of the findings. Data analysis combined thematic analysis, constant comparison, and direct interpretation within a grounded theory framework. Illustrative cases present the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants. The chapter concludes that an integrated model of asynchronous video-enhanced learning, assessment, and feedback can promote increased reflexivity, enhance learner autonomy, and encourage meta-cognitive self-awareness, while affording greater inclusivity for students affected by dyslexia or Asperger's Syndrome.