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Video-Assisted Feedback

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Creative Education, Teaching and Learning

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Abstract

Online videos are the most frequently adopted media in education (Moran, Seaman, & Tinti-Kane, 2011), and the use of video has increased substantially in recent years (Kaufmann & Mohan, 2009). These videos can be an effective way in which to convey complex information to students such as explaining how to solve specific problems (Kay & Kletkin, 2012). Indeed many students report that video is more engaging than text (Hedge, Uscem, & Martinez, 2011), suggesting that it can promote student engagement and intellectual stimulation. Video can also be adopted by educators wishing to communicate with students on an emotional level (Marshall, 2002). As stated by Ingmar Bergman, ‘Film as dream, film as music. No art passes our conscience in the way film does, and goes directly to our feelings, deep down into the dark rooms of our souls’. For example, footage of the Nuremberg Rally or of survivors of the Holocaust discussing their personal experience conveys a more engaging and memorable account of these events than a simple fact-based description. Consequently, those instructors integrating videos within their teaching practice report a range of benefits, including enhanced student understanding and motivation.

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Authors
  1. Gayle Brewer
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Editors and Affiliations

  1. University of Central Lancashire, UK

    Gayle Brewer (Senior Lecturer) & Russell Hogarth (Community Engagement Ambassador and Honorary Fellow) (Senior Lecturer) &  (Community Engagement Ambassador and Honorary Fellow)

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© 2015 Gayle Brewer

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Brewer, G. (2015). Video-Assisted Feedback. In: Brewer, G., Hogarth, R. (eds) Creative Education, Teaching and Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137402141_6

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  • DOI: https://doi.org/10.1057/9781137402141_6

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-40213-4

  • Online ISBN: 978-1-137-40214-1

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