The rapid increase in online learning programs has led to an increase in the number of students taking composition courses online, so there is a need to develop teaching practices and approaches to feedback designed specifically for online learning environments. One Web 2.0 tool that may have numerous pedagogical applications for online writing instruction is the use of screen capture videos to provide feedback on student writing. However, most of the recent research on the use of audio-visual tools to provide feedback has focused on student perceptions of such feedback rather than its efficacy in enhancing students’ revision and writing skills. Using a process model of composition and post-positivist and social constructivist epistemological orientations, the aim of this quasi-experimental, mixed-methods study was to determine whether the use of a combination of audio-visual and text-based commentary was more effective in promoting substantive revision and improvement in students’ writing than the use of text-based feedback alone. Results revealed that receiving a combination of audio-visual and text-based feedback had a moderate effect on final draft quality with student writing with the multimodal feedback group showing higher rates of improvement between first and final drafts than students in the text-only group. Survey and interview results also indicated that students rated the use of audio-visual feedback as more personal, more detailed, easier to comprehend, and more conducive to revision. If given the choice, most students who experienced audio-visual and text-based commentary would prefer to receive a combination of both. Results suggest that smooth integration of audio-visual feedback capabilities in online learning management systems that deliver online writing instruction may help enhance online writing instruction and student course satisfaction by meeting individual learner needs, increasing accessibility, and reducing transactional distance between students and instructors.
Key words: online writing instruction, audio-visual feedback, multi-modal feedback, feedback in online learning environments
|Commitee:||Collatos, Anthony, Sparks, Paul|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Adult education, Web Studies, Rhetoric, Educational technology|
|Keywords:||Audio-visual feedback, Composition, Feedback, Multi-modal feedback, Online learning, Online writing instruction|
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