Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation

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Author(s): Tara L. Kaczorowski (Illinois State University, USA)and Andrew I. Hashey (Buffalo State College (SUNY), USA)
Copyright: 2020
Pages: 22
Source title: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
Source Author(s)/Editor(s): Emtinan Alqurashi (Temple University, USA)
DOI: 10.4018/978-1-7998-0119-1.ch006

Keywords: Curriculum Development and Instructional Design / Education / Higher Education / Information Science Reference

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Abstract

Reflection is an essential component of experiential learning. Traditional means of reflection rely on memory of experiences, which can be incomplete or even faulty. Video-enhanced performance feedback (VPF)—the use of video to as supporting evidence in the reflective process—has the potential to transform reflective practice. In this chapter, the authors describe how VPF has been utilized by 13 instructors across two higher education institutions for the purposes of noticing, self-reflection, and evaluation/feedback. Results of an exploratory case study on perceptions of using VPF to support reflection indicate approximately 90% of students found Vosaic, the technology used at these institutions for VPF, easy to use and helpful to notice strengths and areas for improvement in their professional practice. Implications and considerations for incorporating VPF across disciplines are also addressed.

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Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation

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