Abstract
This paper explores the benefits and challenges of using video blogging to support reflection and assessment in acting and performance training. A video platform called Acclaim was integrated into the university’s virtual learning environment (Blackboard), enabling students to record and share their performances in an online setting. A key feature of the platform was the ability to add time-based comments on a video, making it possible for tutors and students to discuss and critique specific moments of each performance. Students were also required to record and upload regular video blogs during which they would reflect on their progress. At the end of the first year, a survey was designed to evaluate students’ experiences of the video blogging activity. The findings indicate mixed results: while many students viewed video blogging as a useful learning activity, they also identified a number of challenges that hampered its effectiveness. From this study we conclude that while video blogging presents several notable advantages for the facilitation of performance-based courses, the technology needs to be carefully introduced as part of a broader instructional strategy to maximise the potential benefits for student learning and engagement.
Highlights
The generation of students entering university have grown up in a world in which digital video is a widely used medium of communication and self-expression (Oblinger and Oblinger 2005)
Findings & discussion Our findings indicate students did not perceive video blogging to be as beneficial to learning as we had initially presumed, with crucial questions testing the validity of the project returning scores ranging between 2.42 and 2.60 as indicated in Table 1 below
The strongest opinion was on the ease-of-use of Acclaim as a platform for video blogging
Summary
The generation of students entering university have grown up in a world in which digital video is a widely used medium of communication and self-expression (Oblinger and Oblinger 2005). The combination of cheap, high-quality video recording equipment and video-sharing platforms such as YouTube have made user-generated video content a cornerstone of the social media revolution (Kearney and Shuck 2006). Reeves et al Video Journal of Education and Pedagogy (2017) 2:1 such as YouTube and Vimeo, Kearney and Shuck (2006) report a lack of research around how digital video annotation tools can help students reflect on their work and learning. Our research aims to explore this gap by investigating the effectiveness of video, and learner-generated videos, in supporting authentic, reflective learning
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
