Impact Of Video Feedback Research Articles

Does Written vs. Video Feedback Affect Students’ Online Learning and Alliance with Their Teacher?

The demand for online college courses has increased, especially during the COVID-19 pandemic. Prior research regarding methods of providing feedback to students in online courses has demonstrated that there may be many benefits to providing feedback to students in video rather than written format. Their research suggests that recorded video feedback provides a deeper bond between teachers and students. The main goal of this study was to add to the growing body of evidence around the use and impact of video feedback and to build upon these studies by using a larger sample size and assessing teacher/student bond with a reliable and valid measure (i.e., the Learning Alliance Inventory [LAI]) through a field experiment. A sample of 119 students enrolled in two psychology courses at a public southwestern university were randomly assigned to receive personalized written or video feedback on course written assignments. Results indicate that LAI scores and academic performance measures were not significantly different between students who received video or written feedback. Future research and educational implications are discussed in the context of the use, value, and implementation of video and written feedback.

Video feedback to update negative self-perceptions in social anxiety disorder: A comparison of internet-delivered vs face-to-face cognitive therapy formats

BackgroundVideo feedback is a technique used in cognitive therapy for social anxiety disorder (CT-SAD) to update patients' negative self-perceptions of how they appear to others. Clients are supported to watch video of themselves engaging in social interactions. While typically undertaken in session with a therapist, this study aimed to investigate the effectiveness of remotely delivered video feedback embedded within an Internet-based cognitive therapy program (iCT-SAD). MethodsWe examined patients' self-perceptions and social anxiety symptoms before and after video feedback in two randomised controlled trials. Study 1 compared 49 iCT-SAD participants with 47 from face-to-face CT-SAD. Study 2 was a replication using data from 38 iCT-SAD participants from Hong Kong. ResultsIn Study 1, ratings of self-perceptions and social anxiety showed significant reductions following video feedback, in both treatment formats. 92 % of participants in iCT-SAD, and 96 % in CT-SAD thought they looked less anxious compared to their predictions after viewing the videos. The change in self-perception ratings was larger in CT-SAD compared to iCT-SAD, but there was no evidence that the impact of video feedback on social anxiety symptoms around a week later differed between the two treatments. Study 2 replicated the iCT-SAD findings of Study 1. LimitationsThe level of therapist support in iCT-SAD videofeedback varied with clinical need and was not measured. ConclusionsThe findings indicate that video feedback can be delivered effectively online, and that its impact on social anxiety is not significantly different from in-person treatment delivery.

The Impact of Video Feedback on Student Assessments and Performance

ABSTRACT This study explores the impact video feedback (VF) has on student evaluations of feedback and instructors as well as the grades students receive on written assignments in a five-week online course. The goal is to discover if VF improves student attitudes about instructors and their performance. The results showed no significant links between using videos and improvement in either area. These findings suggest that before an institution or individual instructor focuses on the feedback delivery channel, there should be a solid understanding of students’ willingness and ability to understand, process, and utilize feedback.

The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety

Video feedback (VF) is a useful learning technique in acquiring public speaking skills due to its capacity to retain both verbal and non-verbal elements of multimodal communication. Previous research has focused on video self-critique, peer VF, online feedback, or one-on-one VF in the first language (L1) context and has yielded varied results regarding the impact of VF on public speaking competence and anxiety. Therefore, this quasi-experimental classroom-based study compared the impact of the one-on-one VF and in-class VF on public speaking competency and anxiety of learners of English as a Foreign Language (EFL). Three intact university-level English classes in China (n = 74) were assigned to the three conditions (in-class VF, one-on-one VF, and verbal feedback). Data on students’ speaking competence were validated using many-facet Rasch measurement (MFRM). Subsequent gain score analysis and ANCOVA showed that in-class VF significantly improved students’ delivery skill and global competence and reduced their speaking anxiety compared with the verbal feedback group. It is proposed that in-class VF be employed as an instructional procedure to help EFL learners improve their public speaking skills and reduce their public speaking anxiety, particularly in the teaching context of a large class size together with comparatively limited logistic and teaching resources.

ID: 3526237 VARIED TRAINEE COMPETENCE IN COLD SNARE POLYPECTOMY (CSP): RESULTS OF THE COMPLETE RANDOMIZED CONTROLLED TRIAL - IMPROVING COMPETENCY AND METRICS FOR POLYPECTOMY SKILLS USING EVALUATION TOOLS AND VIDEO FEEDBACK

Incomplete polypectomy is a key contributor to interval colorectal cancer, even for small polyps. Cold snare polypectomy (CSP) is recommended for complete removal of small polyps. The technique has been associated with significant variability in competency and teaching among attendings. The learning curve for CSP, and moreover, the impact of video-feedback on trainee competence, are unknown.

Video feedback for parental sensitivity and attachment security in children under five years.

Video feedback for parental sensitivity and attachment security in children under five years.

Using video as part of CPD

The impact of video feedback on teacher-led CPD in Ross Newman‘s schools has been notable. Here, he explains how video feedback was implemented and offers some tips for other schools

A qualitative synthesis of video feedback in higher education

ABSTRACTWhile written and audio feedback have been well-examined by researchers, video feedback has received less attention. This review establishes the current state of research into video feedback encompassing three formats: talking head, screencast and combination screencast. Existing research shows that video feedback has a high level of acceptability amongst both staff and students and may help strengthen student-marker relationships; however, the impact of video feedback on student learning outcomes is yet to be determined. In addition, current evidence is drawn largely from small-scale studies and self-reported data susceptible to the novelty effect. While video feedback appears to be a promising alternative to traditional written feedback for its relative relational richness, the medium continues to be primarily used for information transmission rather than dialogue. Further research is needed to establish how the medium of video influences the feedback process, its potential to facilitate dialogue and its effects on student learning.

The Impact of Video Feedback on Acquiring Competency in Basic Surgical Skills (Sterile Working) in an Undergraduate Medical Training Program: A Comparative Effectiveness Analysis

The Impact of Video Feedback on Acquiring Competency in Basic Surgical Skills (Sterile Working) in an Undergraduate Medical Training Program: A Comparative Effectiveness Analysis