Gaston, L and Dixon, L (2025) From Academic Judgement to Academic Coaching: Using Video Feed as an Alternative to Written Feedback. PRISM: Casting new light on Learning, Theory & Practice. ISSN 2514-5347

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Abstract

The National Student Satisfaction Survey (NSS) consistency highlights student feedback as a concern across the Higher Education sector. As such there needs to be a re-think in how feedback is provided, not only to justify academic judgement but to allow students to improve future work. This article explores the use of video feedback and the potential impact it can have on how students engage with and value of feedback. This article is supported by data collected from a cohort of second year university students after receiving video feedback for the first time on their academic programme. From the data, several key benefits were discovered that benefits the educational experience. Students demonstrated a greater level of understanding of the feedback, as it was more detailed and personaliszed, making it feel less intimidating. They also spent more time engaging with the feedback, which suggests that this format helps enhance future work and learning outcomes. Overall, the video feedback approach proved to be an effective method for improving students' comprehension and interaction with feedback. This can lead to more accurate and effective feedback, ultimately resulting in better performance outcomes. This feedback can be both positive and constructive, and it can help individuals to better understand their strengths and weaknesses, and to make improvements in their future performance.

Item Type:	Article
Uncontrolled Keywords:	1503 Business and Management; 1505 Marketing; 2001 Communication and Media Studies; 3506 Marketing; 4701 Communication and media studies
Subjects:	H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Liverpool Business School
Publisher:	Liverpool John Moores University
SWORD Depositor:	A Symplectic
Date Deposited:	24 Mar 2025 10:52
Last Modified:	24 Mar 2025 10:52
DOI or ID number:	10.24377/prism.article2226
URI:	https://researchonline.ljmu.ac.uk/id/eprint/25962

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