Student Perceptions of Screencasted Feedback

dc.contributor.authorHarding, Jonathan M.en
dc.contributor.committeechairLindgren, Chris A.en
dc.contributor.committeememberCommer, Carolynen
dc.contributor.committeememberWarnick, Quinnen
dc.contributor.departmentEnglishen
dc.date.accessioned2018-07-03T08:00:57Zen
dc.date.available2018-07-03T08:00:57Zen
dc.date.issued2018-07-02en
dc.description.abstractThis study addresses student perceptions of screencasted feedback compared to traditional written comments. Screencasts allow instructors to provide audio-visual feedback on a student's essay that is captured directly from the instructor's computer using a screencasting software. Using survey results from 31 first year composition students, this study found that students generally perceived screencasted feedback to be easier to understand, more engaging, and more helpful than traditional written comments. It also found that students perceived a stronger rapport between themselves and their instructor after receiving screencasted feedback, and that students generally prefer receiving screencasted feedback over written comments on their essays. This study was not able to discern if student writing improved more with screencasted feedback compared to written comments, nor was it able to definitively say if students were more motivated to improve their writing after receiving screencasted feedback.en
dc.description.degreeMaster of Artsen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:15960en
dc.identifier.urihttp://hdl.handle.net/10919/83843en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectFeedbacken
dc.subjectscreencastingen
dc.titleStudent Perceptions of Screencasted Feedbacken
dc.typeThesisen
thesis.degree.disciplineEnglishen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Artsen
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