Can Video Software Support Assessment and Feedback for Teachers Engaged in Distance, Postgraduate Programmes?

This study aims to explore whether teachers on a postgraduate, distance learning programme can be supported by video technology. The research looks at assessment and feedback around the students’ lesson observations, an aspect of practice undertaken across a wide range of courses within higher education (HE). Semi-structured interviews were used with students and tutors for data collection and thematic analysis for analysis. Themes from the analysis include “Learning and Teaching from a Distance, Observation Feedback Electronically, Technology Anxiety, Observation Anxiety and Critical Reflection”. The study outlines the strengths and weaknesses of using video software, as opposed to faceto-face observation of practice, but highlights key pedagogical benefits that come with the use of electronic submitted video observations.

[1]  J. A. Ramos.  A Comparison of Perceived Stress Levels and Coping Styles of Non-traditional Graduate Students in Distance Learning Versus On-campus programs , 2011 .

[2]  J. Ritchie,et al.  Qualitative Research Practice: A Guide for Social Science Students and Researchers , 2013 .

[3]  M. Hersen,et al.  Research methods in clinical psychology , 1984 .

[4]  S. Brimelow.  Research strategy. , 1998, Nursing management.

[5]  V. Moreno,et al.  Evaluation of reflective practice in teacher education , 2013 .

[6]  Jian Wang,et al.  Video Technology as a Support for Teacher Education Reform , 2003 .

[7]  A. Lahiff.  Maximizing vocational teachers' learning: The feedback discussion in the observation of teaching for initial teacher training in further education , 2015 .

[8]  Widening participation in postgraduate studies in Greece: mature working women attending an e‐learning programme , 2008 .

[9]  Tina L. Heafner.  Windows into Teaching and Learning [WiTL]: Exploring Online Clinicals for a Distance Education Social Studies Methods Course , 2012 .

[10]  Ciarán Morrison,et al.  Digital Skills for the UK Economy , 2017 .

[11]  M. O’Leary.  Classroom Observation: A guide to the effective observation of teaching and learning , 2013 .

[12]  S. M. Lee,et al.  Blended learning and online tutoring , 2009 .

[13]  R. J. Repique.  Digital Natives, Digital Immigrants , 2013, Journal of the American Psychiatric Nurses Association.

[14]  V. Braun,et al.  Using thematic analysis in psychology , 2006 .

[15]  Bronwen Maxwell.  In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning , 2010 .

[16]  Stephanie Cox.  Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught? , 2014 .

[17]  Miriam Gamoran Sherin,et al.  The influence of video clubs on teachers’ thinking and practice , 2010 .

[18]  Allison Littlejohn,et al.  Are digital natives a myth or reality? University students' use of digital technologies , 2011, Comput. Educ..

[19]  Marcia D. Dixson.  Creating effective student engagement in online courses: What do students find engaging? , 2010 .

[20]  Perspectives and politics of classroom observation , 2005 .

[21]  V. Braun,et al.  Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning , 2013 .

[22]  Pam Grossman,et al.  Back to the Future: Directions for Research in Teaching and Teacher Education , 2008 .

[23]  Florin D. Salajan,et al.  Student and faculty inter-generational digital divide: Fact or fiction? , 2010, Comput. Educ..

[24]  Gerry Gallagher,et al.  Using Microsoft Excel to code and thematically analyse qualitative data: a simple, cost-effective approach. , 2016 .

[25]  Joseph Sharit,et al.  Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). , 2006, Psychology and aging.

[26]  M. Lundeberg,et al.  Noticing Noticing , 2008 .

[27]  S. Kung,et al.  Collaborative Video Inquiry as Teacher Educator Professional Development. , 2014 .

[28]  Charalambos Vrasidas,et al.  E-moderating: the key to online teaching and learning , 2013 .

[29]  Tonya Tripp,et al.  The Influence of Video Analysis on the Process of Teacher Change. , 2012 .

[30]  N. Selwyn.  Schools and Schooling in the Digital Age: A Critical Analysis , 2010 .

[31]  Maggie McPherson and Miguel Baptista Nunes.  The Role of Tutors as a Integral Part of Online Learning Support , 2004 .

[32]  Restrictive Practice: The Work-Based Learning Experience of Trainee Teachers in English Further Education Colleges , 2011 .

[33]  M. O’Leary.  Exploring the role of lesson observation in the English education system: a review of methods, models and meanings , 2012 .

[34]  Julia Burgess,et al.  Is a Blended Learning Approach Suitable for Mature, Part-Time Finance Students?. , 2008 .

[35]  Brigitte Maier,et al.  Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction , 2010, Comput. Educ..

[36]  David R. Thomas,et al.  A General Inductive Approach for Analyzing Qualitative Evaluation Data , 2006 .

[37]  Aly Abousabaa.  Research Ethics Policy , 2019 .

[38]  S. Petrina,et al.  Digital Natives, Digital Immigrants: An Analysis of Age and Ict Competency in Teacher Education , 2008 .

[39]  Richard E. Boyatzis,et al.  Transforming Qualitative Information: Thematic Analysis and Code Development , 1998 .

[40]  John W. Creswell,et al.  Qualitative Inquiry and Research Design: Choosing Among Five Approaches , 1966 .

[41]  Paul Voigt,et al.  The Eu General Data Protection Regulation (Gdpr): A Practical Guide , 2017 .