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