DS 82: Proceedings of the 17th International Conference on Engineering and Product Design Education (E&PDE15), Great Expectations: Design Teaching, Research & Enterprise, Loughborough, UK, 03-04.09.2015

Year: 2015
Editor: Guy Bingham, Darren Southee, John McCardle, Ahmed Kovacevic, Erik Bohemia, Brian Parkinson
Author: Berglund, Anders; Tretten, Phillip; Högström, Per
Series: E&PDE
Institution: 1Division of Innovation & Design, Luleĺ University of Technology, 2Division of Operation, Maintenance and Acoustics, Luleĺ University of Technology, 3Division of Education and Languages, Luleĺ University of Technology
Section: Matrices and Assessment
Page(s): 258-263
ISBN: 978-1-904670-62-9


Feedback can be given in various situations, like after examinations, project work, and course completion. It is widely accepted that feedback is important for students’ learning, and it can be used in various ways, such as, written, face-to-face, and with the assistance of video recordings. This study focuses on the use of video recorded feedback to gather knowledge on how video recorded feedback can enhance the students learning. Since feedback in the study was given in video recordings, an alternate way was introduced, which add further insights for teaching and learning at university levels. The results showed that 94% preferred video recorded feedback over written feedback and they, in general, preferred face to face feedback (59%). Although, follow-up questions showed that the students found the recorded option beneficial since they could review the video several times in order to see and hear exactly what was stated and what part of their work it related to. In conclusion, video feedback of student work was perceived to be beneficial and the students and the teacher positively accepted it.

Keywords: Feedback, higher education, teaching, video feedback


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