Video feedback is an effective way for administrators to evaluate online instructors and a tremendous tool for instructors to provide feedback to students.
Videos have been used over the last few decades to impact teaching and learning in the classroom (Greenberg & Zanetis, 2012). Using this delivery of instruction allows information to be disseminated quickly with many benefits being noted for auditory and visual learners. Just as videos have helped teachers quickly and effectively communicate gradebook feedback to students, the same holds true in administrator's efforts to communicate with faculty. Together with written assessment, utilizing this method is an effective way for administrators to evaluate faculty's classroom performance in an online environment.
Research has shown that when teachers provide feedback that is both meaningful and encouraging, student learning is enhanced which results in higher academic achievement (Hattie & Timperley, 2007). The timing of the feedback should be given when it matters to the student and allows for time to receive help if needed (Gibbs, 2010). Just as students require time to work through the learning process to make adjustments in a course the same applies to faculty trying to perfect their craft. Administrators can apply this same concept to teachers in an online environment to provide an immediate assessment of both their strengths and challenges.
At Kaplan University, video feedback is provided to online science faculty early in the term so that any necessary adjustments can be made. Just like students, faculty have different learning styles and may retain more information from a video due to the classroom images and sounds presented (Smith, 2014). Faculty are able to hear an encouraging and supportive tone which may not be easily recognized when reading a written assessment. This form of delivery helps eliminate miscommunication which can happen with written feedback that is one-dimensional. In addition, videos provide flexibility for those that need to pause, stop, and/or replay a video. Studies have shown that performance reviews do not always help, and may actually hurt performance (Culbertson, Henning, & Payne, 2013). Combining both video and written assessments can take the dread out evaluations for faculty and administrators and allow for more productive interactions.
In this session, participants will have an opportunity to view an example of video feedback provided to Kaplan University's Science instructors, create a short video, and leave with instructions and recommended free online services to help jumpstart the creation of their own video feedback.
References
Culbertson, S.S., Henning, J.B. & Payne, S.C. (2013). Performance appraisal satisfaction: The role of feedback and goal orientation. Journal of Personnel Psychology, 12(4), 189-195.
Gibbs, G. (2010). Using assessment to support student learning. Retrieved from https://portal.uea.ac.uk/documents/6207125/8551351/using-assessment-to-s...
Greenberg, A.D. & Zanetis, J. (2012). The impact of broadcasting and streaming video in
education. Retrieved from https://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Smith, D. (2014). Advantages and disadvantages of different learning styles. Retrieved from http://classroom.synonym.com/advantages-disadvantages-different-learning...