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État de publication: Publiée (2019 )
Type de présentation: Conférence
Nom de la rencontre: AERA annual meeting - Leveraging education research in a post-truth era: multimodal narratives to democratize evidence
Lieu: Toronto, Canada
Résumé: The purpose of this study was to evaluate the impact of personalized video feedback on academic performance in first math, chemistry and physics courses. A quasi-experimental design using a mixed-method approach with pre-test/post-test measures and control conditions was planned. Each student in the experimental group having failed an intra-semester exam received video feedback on their own exam from their teacher. For analytical purposes, each of these students was matched to a control student based on the similarity of their academic profile. The results indicate that video feedback is generally connected to better final course results compared with traditional feedback. The accessibility to learning that this practice promotes is discussed using feedback from student and teacher participants.
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