Enriching student learning through video-annotated peer feedback activity: a guide
Despite the growing research base on the use of video annotation in education, little is known on how to coherently structure a video-annotated peer feedback activity to engage students. Eventhough some studies have outlined the guidelines for conducting video-based annotation practice, little has b...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
HRMARS
2021
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/96747/1/HadinaHabil2021_EnrichingStudentLearningThroughVideoAnnotated.pdf http://eprints.utm.my/id/eprint/96747/ http://dx.doi.org/10.6007/IJARPED/v10-i3/10712 |
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| Institution: | Universiti Teknologi Malaysia |
| Language: | English |
| Summary: | Despite the growing research base on the use of video annotation in education, little is known on how to coherently structure a video-annotated peer feedback activity to engage students. Eventhough some studies have outlined the guidelines for conducting video-based annotation practice, little has been published with the focus on video-annotated peer feedback. To explore this under-investigated realm, the current review was conducted. In order to identify studies to be included in this review, a strategy for literature search was initially developed. This was followed by the selection and categorization of relevant studies. This paper thus provides a succinct overview of the essential steps involved in conducting a video-annotated peer feedback learning activity. Most importantly, it has resulted in a guide that outlines those essential stages and steps, thus providing insights into adaptation for use in education. |
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