Providing affective and supportive video feedback in a multidisciplinary unit during the pandemic

Authors

  • Abdul Razeed University of Sydney https://orcid.org/
  • Pat Norman University of Sydney
  • Kristna Gurney University of Sydney

DOI:

https://doi.org/10.47408/jldhe.vi22.708

Keywords:

feedback, feedforward, Covid-19, multidisciplinary, affective, supportive

Author Biographies

Abdul Razeed, University of Sydney

Dr Abdul Razeed is a Lecturer in the Discipline of Accounting at the Business School and researches into corporate social responsibility of organisations. Abdul completed his PhD at the University of Sydney and holds an MEd, Graduate Certificate in University Teaching. a Graduate Certificate in Data Analytics and Cyber Security and a Bcom with Class 1 Hons.  Abdul has co-authored two academic books, a case study and presented in a number of international and domestic conferences, including the Interdisciplinary Perspectives in Accounting and the American Accounting Association Conferences. Abdul is currently teaching across both the undergraduate and postgraduate programmes at the University of Sydney. His passion lies in developing and continually innovating in large core units. Abdul has been nominated several times for the Wayne Lonergan Teaching Award has also consistently won awards for tutoring at the University of Sydney Business School.

Pat Norman, University of Sydney

Pat Norman is an Academic Liaison Librarian at the University of Sydney Library. He has been a tutor, learning adviser and librarian at universities for eight years. He also teaches practitioner research methods in the School of Education and Social Work, and recently submitted his PhD thesis in education, exploring teacher professional ethics and policy enactment.

References

Hattie, J. and Timperley, H. (2007) ‘The power of feedback’, Review of Educational Research, 77(1), pp.81-112. https://doi.org/10.3102/003465430298487.

Henderson, M. and Phillips, M. (2015) ‘Video-based feedback on student assessment: scarily personal’, Australasian Journal of Educational Technology, 31(1), pp.51-66. https://doi.org/10.14742/ajet.1878.

Hounsell, D., McCune, V., Hounsell, J. and Litjens, J. (2008) ‘The quality of guidance and feedback to students’, Higher Education Research and Development, 27(1), pp.55-67.

Kaplan-Rakowski, R. (2021) ‘Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments’, Educational Technology Research and Development, 69(1), pp.133-136. https://doi.org/10.1007/s11423-020-09897-9.

Lowenthal, P., Borup, J., West, R. and Archambault, L. (2020) ‘Thinking beyond Zoom: using asynchronous video to maintain connection and engagement during the COVID-19 pandemic’, Journal of Technology and Teacher Education, 28(2), pp. 383-391.

Mahoney, P., Macfarlane, S. and Ajjawi, R. (2019) ‘A qualitative synthesis of video feedback in higher education’, Teaching in Higher Education, 24(2), pp.157-179, https://doi.org/10.1080/13562517.2018.1471457.

Shmerling, R. (2017) Right brain/left brain, right? Available at: https://www.health.harvard.edu/blog/right-brainleft-brain-right-2017082512222 (Accessed: 1 May 2021).

Thomas, R. A., West, R. E. and Borup. J. (2017) ‘An analysis of instructor social presence in online text and asynchronous video feedback comments’, The Internet and Higher Education, 33, pp.61-73, https://doi.org/10.1016/j.iheduc.2017.01.003.

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Published

2021-10-28

How to Cite

Razeed, A., Norman, P. and Gurney, K. (2021) “Providing affective and supportive video feedback in a multidisciplinary unit during the pandemic”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.708.