Screencasting as a means of providing timely, general feedback on assessment

Feedback has been highlighted as a key area for improvement in teaching in higher education following recent National Student Survey results. While feedback may be provided in a variety of forms, both general and specific to individual students, there is often a need to provide general feedback to a whole class without consuming valuable and limited contact time.Screencasting involves recording a short video clip of a computer screen with narration. It can be used to demonstrate various computer programmes, how to perform data analysis and to provide feedback on assessment, both individually and to the class as a whole. Camtasia or other screencast facilities were used to produce short videos of solutions to problem based assessments, incorporating general feedback and addressing misconceptions that had arisen. The resulting video files can be made available through virtual learning environments or on external websites giving the students round the clock access to a „mini lecture‟ enabling them to use the feedback at a time and place of their choosing. We have experimented with screencast feedback in a number of chemistry modules, focussing on feedback for in-class tests and problem-solving activities.In this communication we will look at screencasting as a means of providing efficient and effective whole class feedback, highlighting the strengths and challenges of this technology. We will discuss the experiences of both students who receive screencast feedback and tutors who provide it, and finish with our suggestions for best practice in the area.

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TEACHING STRATEGIES FOR ENHANCING CREATIVE THINKING IN VIRTUAL LEARNING ENVIRONMENTS: GUIDELINES FROM A SURVEY RESULTS

INTED2016 Proceedings ◽

10.21125/inted.2016.1792 ◽

2016 ◽

Cited By ~ 1

Author(s):

Praweenya Suwannatthachote ◽

Eknarin Bangthamai ◽

Nammon Ruangrit

Keyword(s):

Learning Environments ◽

Teaching Strategies ◽

Creative Thinking ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Survey Results

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Managing and Facilitating Student Learning in Teams in Higher Education

Cases on Active Blended Learning in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7856-8.ch008 ◽

2021 ◽

pp. 149-171

Author(s):

Uwe Matthias Richter ◽

Sarada Veerabhatla ◽

Larysa Zasiekina

Keyword(s):

Higher Education ◽

Learning Environments ◽

Development Stage ◽

Team Development ◽

Team Formation ◽

Effective Practices ◽

Active And Collaborative Learning ◽

Survey Results ◽

And Performance ◽

Teaching In Higher Education

Effective management of teamwork is essential in active and collaborative learning environments. Teamwork encompasses numerous aspects related to team formation, conflicts, and performance, with several effective practices being discussed in the literature. Tuckman's framework on the four stages of team development describes how teams evolve, passing through the four sequential stages of forming, storming, norming, and performing. The objective of this study was to identify good practices of teamwork spanning all of Tuckman's four stages. A survey was designed based on a literature review of effective teamwork strategies for each of the stages of team development. The purpose of the survey was to examine how practitioners in higher education adopt these teamwork strategies. The survey results highlight the most effective teamwork practices for each team development stage. This chapter contributes to the understanding of effective teamwork strategies identified in the literature on teaching in higher education.

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Exploring Self-Regulation Based Virtual Learning Environments Using Diary

Neuroscience and Biomedical Engineering ◽

10.2174/2213385203666150828233907 ◽

2015 ◽

Vol 3 (2) ◽

pp. 66-75

Author(s):

Mahmoud Mohamed Hussien Ahmed ◽

Chaklam Silpasuwanchai ◽

Naglaa Mohammed Fares ◽

Zeinab Mohamed Amin ◽

Abd El-Rahem Ahmed Ahmed Salama

Keyword(s):

Learning Environments ◽

Self Regulation ◽

Virtual Learning ◽

Virtual Learning Environments

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Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems

AERA Open ◽

10.1177/2332858421990729 ◽

2021 ◽

Vol 7 ◽

pp. 233285842199072

Author(s):

Jack Schneider ◽

James Noonan ◽

Rachel S. White ◽

Douglas Gagnon ◽

Ashley Carey

Keyword(s):

Survey Data ◽

Student Voice ◽

School Quality ◽

Student Perception ◽

State Level ◽

Student Survey ◽

New School ◽

State Accountability ◽

Survey Results ◽

School Ratings

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

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Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽

10.1177/03400352211018231 ◽

2021 ◽

pp. 034003522110182

Author(s):

Evans F Wema

Keyword(s):

Learning Environments ◽

Information Literacy ◽

Teaching And Learning ◽

Virtual Learning ◽

Higher Learning ◽

Virtual Learning Environments ◽

Web Based ◽

Face To Face ◽

Institutions Of Higher Learning ◽

The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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