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It is really\u00a0important<\/a>\u00a0for students to see the human side of their teachers. They need to see them as real and caring people.<\/p>\n This helps students feel like they belong in the classroom, whether in real life or virtually. Building stronger student-teacher connections can also\u00a0increase<\/a>\u00a0their motivation and self-confidence with their studies.<\/p>\n Feedback is a\u00a0key component<\/a>\u00a0of learning.<\/p>\n We know feedback can evoke\u00a0emotional responses<\/a>\u00a0from students. Unfortunately, the design and delivery of assessment feedback is often\u00a0very impersonal<\/a>. Perhaps students get a single mark or grade, or a few isolated comments.<\/p>\n Our\u00a0study<\/a>\u00a0looks at how teachers are using video feedback to humanise the feedback process. We spoke with ten university teachers from countries including Australia, Aotearoa\/New Zealand, Canada, the United Kingdom, United States, Oman and South Korea.<\/p>\n Video feedback can be\u00a0provided<\/a>\u00a0in three ways: via a \u201ctalking head\u201d, screen recording or both.<\/p>\n Talking head feedback is simply a recording of the teacher speaking to the camera. Screen-recorded feedback consists of a recording of the teacher\u2019s computer screen, which enables the teacher to go through an assignment or piece of work on their screen.<\/p>\n Using both means the inset of the teacher is displayed within the screen recording.<\/p>\n Video has played a part in education since the 1960s, but using it to provide feedback was\u00a0relatively uncommon<\/a>\u00a0until about a decade ago.<\/p>\n Our research looks at video feedback for university students, but it can be used at all stages of education, from as young as primary school.<\/p>\n The steady increase in online learning and the most recent shifts to emergency remote teaching saw more teachers use video to complement written feedback, and to establish or maintain feelings of closeness.<\/p>\n Students have also reported being\u00a0more reliant<\/a>\u00a0on their assignment feedback in online learning than in face-to-face modes of study.<\/p>\n Previous research has shown students\u00a0like receiving<\/a>\u00a0video feedback. They say it feels\u00a0more conversational, friendly and personal<\/a>. Research has also shown educators have noted\u00a0enhanced<\/a>\u00a0student engagement and improved marking efficiency and quality.<\/p>\n Our research digs deeper into why it can work.<\/p>\n Some of our interviewees were motivated to use video feedback, based on their own experiences as students. As Ishaan* told us: Teachers also used videos to demonstrate to students that they had really looked at their work. And so they could see their work through the eyes of their teacher.<\/p>\n Anthony, a health educator, uses video feedback because it gives students the feeling that Feedback is not about telling a student they are \u201cwrong\u201d or \u201cright\u201d. Our interviewees wanted students to think beyond mere grades or marks.<\/p>\n They said they wanted their feedback to help students be creative and critical in their learning and provoke self-reflection. As Alannah told us, she wanted to empower students to \u201csolve their own problems and get insight into their own gaps\u201d.<\/p>\n They said they wanted students to be open and receptive to feedback, so they could make use of it. As Marisol explained: I am experimenting with giving recorded spoken feedback on a set of first year essays rather than written feedback. I\u2019m finding it quicker and more enjoyable. Anyone got tips \/ comments? @BPS_PES<\/a> @NTF_Tweet<\/a> @AcademicChatter<\/a><\/p>\n — Louise Taylor (@L_Psychol) November 2, 2022<\/a><\/p><\/blockquote>\n What is video feedback?<\/strong><\/h4>\n
How long has it been around?<\/strong><\/h4>\n
Using video to provide clear, kind and personalised feedback<\/strong><\/h4>\n
\nI received feedback, as an undergraduate 20 years ago, and I just looked at it and think I didn\u2019t learn anything from my submissions [\u2026] and it kind of pissed me off.<\/em><\/p>\n
\nwe are [together], you are sitting here with me although you are not really, and we are going through [the assignment].<\/em><\/p>\nWhat should feedback do?<\/strong><\/h4>\n
\nfeedback should be \u2018feeding-forward\u2019 somewhere or having some value that students see is going to influence the future assignment.<\/em>
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