Abstract
AbstractGood quality, timely feedback is a key factor to help students achieve their full potential. Increased class sizes have put significant strain on the ability to return work promptly without compromising feedback quality. In the current study, two screencasting technologies were used to produce audiovisual feedback. For essays, Jing was used, alongside a sample that were marked using typed comments in GradeMark for comparison. For longer lab reports, Camtasia Studio 7 software was used, allowing for editing and inclusion of additional material. Screencasting essay feedback reduced overall marking time by up to 50% compared to the typed comments, whilst the edited screencasts took about the same time as manual marking - although the editing time could probably be reduced. The students’ responses to the audiovisual feedback were extremely positive, with evidence of deeper engagement with the feedback and greater understanding of the tutor’s comments. Screencasting should thus be seen as a potentially...
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