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A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback
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Author(s): James McDowell (Lancaster University, UK)
Copyright: 2020
Pages: 27
Source title: Technology-Enhanced Formative Assessment Practices in Higher Education
Source Author(s)/Editor(s): Christopher Ewart Dann (University of Southern Queensland, Australia) and Shirley O'Neill (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-7998-0426-0.ch006

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Abstract

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

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