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Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context

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Learning Technologies and Systems (ICWL 2022, SETE 2022)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 13869))

Abstract

Providing feedback in a LMOOC context is challenging. Video feedback has the potential to serve online language learners on a large scale, as they can download, study, revise these feedback videos repeatedly and hopefully transfer their learning to complete future tasks. Vicarious learning feedback videos have not been investigated extensively, as most previous studies focused on the extent to which feedback receivers can learn from their own mistakes and feedback directly addressed to their work. The opportunities to learn from others’ mistakes and feedback on others’ work have more significant potential to serve an extensive online learning community. This study filled the gap by investigating and comparing learners’ preferences and the use of two types of vicarious learning feedback videos as self-directed learning resources in LMOOCs, i.e., teacher and peer feedback videos.

This study collected both quantitative and qualitative data from 16 s language learners. Quantitative data mainly came from the dashboard of a learning management system, including frequency (the frequency of each video being played) and engagement level (the proportion of each feedback video being watched). Qualitative data referred to participants’ reflections on their learning experiences with these videos. The results suggested that 1) teacher feedback videos were watched more frequently than others as learners regarded them as their desired performance and ultimate learning goals. They preferred teachers’ explanations of the expected learning outcomes and elaborations of marking rubrics in the videos; and 2) the online learners watched a much higher percentage of the content in peer feedback videos, which indicated a higher engagement level with the peer feedback videos than teacher feedback videos. Interview data suggested that it was in the peer feedback videos that online students carried out more peer evaluation, self-reflection, and assessment practices.

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Funding

This research was supported by the Education Fund of the Macao Special Administrative Region [Grant Number: HSS-MUST-2021-06].

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Authors and Affiliations

  1. Macau University of Science and Technology, Macao SAR, China

    Huiwan Zhang

  2. Macao Polytechnic University, Macao SAR, China

    Wei Wei

Authors
  1. Huiwan Zhang
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  2. Wei Wei
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Corresponding author

Correspondence to Wei Wei .

Editor information

Editors and Affiliations

  1. Universidad de La Laguna, Tenerife, Spain

    Carina S. González-González

  2. Universidad Complutense de Madrid, Madrid, Madrid, Spain

    Baltasar Fernández-Manjón

  3. Durham University, Durham, UK

    Frederick Li

  4. Universidad de Salamanca, Salamanca, Spain

    Francisco José García-Peñalvo

  5. Mercatorum University, Rome, Italy

    Filippo Sciarrone

  6. Université de Caen Normandie, Caen, France

    Marc Spaniol

  7. University of Salamanca, Salamanca, Spain

    Alicia García-Holgado

  8. Universidad de La Laguna, Tenerife, Spain

    Manuel Area-Moreira

  9. University of Hagen, Hagen, Germany

    Matthias Hemmje

  10. South China Normal University, Guangzhou, China

    Tianyong Hao

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Zhang, H., Wei, W. (2023). Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context. In: González-González, C.S., et al. Learning Technologies and Systems. ICWL SETE 2022 2022. Lecture Notes in Computer Science, vol 13869. Springer, Cham. https://doi.org/10.1007/978-3-031-33023-0_38

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  • DOI: https://doi.org/10.1007/978-3-031-33023-0_38

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-33022-3

  • Online ISBN: 978-3-031-33023-0

  • eBook Packages: Computer ScienceComputer Science (R0)

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