Video Dönüt Uygulamasının Algılanan Dönüt Kalitesi, Dönüt Kullanım Düzeyi ve Motivasyona Etkisi
Yiğit, Mehmet Fatih
xmlui.mirage2.itemSummaryView.MetaDataShow full item record
This study investigates the effect of video feedback implementation on students' perceived feedback quality, feedback use level and motivation. The study was carried out in the spring semester of the 2019/2020 academic year for 10 weeks within the "Information Ethics and Security" course with 43 undergraduate students in the Department of Computer Education and Instructional Technology of a public university. In the first 6 weeks of the study, the students in the video group received video feedback for the weekly assignments, and the students in the text group received text feedback. “Formative Feedback Perception Scale” was applied to the students after each week's assignment. The feedback use levels of the students were determined by a form developed by the researcher. At the end of the 6th week, “Motivation Scale” was applied. Between 6-8 weeks of the studies, the video and text groups were switched in terms of feedback format so that all students experience video and text feedback. After that, student opinions were collected about video feedback implementation. Quantitative findings of the study revealed that video feedback implementation had a significant effect on feedback use level and encouragement sub-factor of perceived feedback quality. Although the results appeared in favor of the video group for other variables, these differences were not statistically significant. The findings reached in the quantitative dimension of the study were also combined by qualitative findings. In this context, qualitative findings show that video feedback is more advantageous than text feedback in understandability, development and encouragement to revision.
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Keskin , Sinan (Eğitim Bilimleri Enstitüsü, 2019-06-20)This research aims to create feedback adaptation models and rules for e-assessment systems according to the characteristics of the learner and the learning task. Accordingly, e-assessment tasks that require different types ...
MUSTAFAOĞLU, Fatma Merve (Eğitim Bilimleri Enstitüsü, 2019)The focus of this study to develop the competence of chemistry teachers in designing and applying context based activities. With this in mind, there was a aim on determining the expectations of teachers from the process, ...
Mustafaoğlu, Fatma Merve (2019)Bu çalışmada, kimya öğretmenlerinin bağlam temelli etkinlik hazırlama ve uygulama becerilerinin geliştirilmesi hedeflenmiştir. Bu hedeften yola çıkarak öğretmenlerin; süreçten beklentilerinin, bağlam temelli kimya öğretimi ...