STUDENT PERCEPTIONS OF SELF-REFLECTION ON VIDEO AND EXPERT PEER FEEDBACK
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Date
2023-01
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[Bloomington, Ind.] : Indiana University
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Abstract
Reflection is an important learning tool that many teachers use in their classrooms. However, finding efficient ways to obtain meaningful reflection from students has become increasingly difficult given time constraints imposed on teachers and how curriculums have become increasingly focused on standardized testing. This study was developed to examine students' perceptions of using interactive video tools, such as Flipgrid (now known as Flip), as a more efficient and effective way to collect students’ reflections. Using action research, this study took place in a high school journalism classroom and presented a model to collect student reflections on video after three stages of writing and designing a yearbook spread. After the project was complete, the students participated in semi-structured interviews to determine their perceptions. The interviews were coded for themes and organized into categories. In all categories, the students' perceptions were positive. The students found the video process to be user-friendly and helpful. Most preferred the video process over writing. However, some did feel a small amount of anxiety with recording video and offered solutions to overcome that, such as recording in a private space. The study also affirmed the need for highly structured prompts, as the students responded positively to the prompts provided. The students believed the reflection process provided potential for improvement in their writing and designing skills. The study also attempted to examine the role of peers in providing the role of expert feedback. These results were inconclusive and require further research. This study provides examples of how teachers can use a video reflection process to collect valuable student reflection.
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Thesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology, 2023
Keywords
self-reflection, video, flipgrid, peer feedback
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CC BY-NC
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https://creativecommons.org/licenses/by-nc/4.0/
Type
Doctoral Dissertation