AN INNOVATIVE ALTERNATIVE TO PROVIDING WRITING FEEDBACK ON STUDENTS’ ESSAYS
Languages of publication
Over three semesters screen casts were successfully used with Elementary English language learners for writing feedback and peer learning. As a result, accuracy improved and students were more engaged in redrafting. Amongst improvements noted were all the students started passing their final writing assessments. Screen casts have conventionally only been used for scaffolding instructions or content. As well as allowing greater autonomous learning and increasing peer learning, it is postulated this methodology actually reduces the teacher’s work load and is as efficient as audio or handwritten feedback.
- Ice, P. (2007). Asynchronous audio feedback to enhance teaching presence and students’ sense of community. Retrieved 7 April 2011 from http://sloanconsortium.org/effective_practices/asynchronous-audio-feedback-enhance-teaching-presence-and-students%E2%80%99-sense-commun.
- Peterson, E. (2007). Incorporating screen casts in online teaching. The International Review of Research in Open and Distance Learning, 8(3). Retrieved 10 Jan 2012 from http://www.irrodl.org/index.php/irrodl/article/view/495/935.
- The National Student Survey (2005-2007) Retrieved 7April 2011 from http://www.hefce.ac.uk/pubs/rdreports/2008/rd12_08/
- Razik, R., Mammo, Z., Gill, H., Lam W.-C. (2010), Academic screen casting: internet-based dissemination of ophthalmology grand rounds. Canadian Journal of Ophthalmology, 46(1), 72-76,
Publication order reference