Video-Feedback on Assignments:A Case Study From Norway

The background for the study was a desire to strengthen the students’ learning outcomes, and to support their development, preferably to become reflective practitioners. Knowing that the students prefer feedback on assignments and the opportunity to improve based on this feedback, summative feedback may not provide enough feedback in order to know what and how to improve. Also, some students, both younger students and students returning to school, are insecure and uncertain about studying in higher education and need psychological safety to be able to unlock their potential. The aim of the study is to investigate how they perceive personalized video feedback to contribute towards their development and their enhanced learning outcomes. By using video feedback, the students would be spoken to by name and get feedback on their assignment, including both what was adequately presented and why, and points for improvement and clues for improvement. The methods of inquiry have been survey, individual interviews and group interviews. We have treated this study as a case study. The results from the study have been very positive. The students claim that they perceive the feedback to be personal and they understand what and how to improve, in addition to how to prepare for the exam. Although some students still prefer written feedback, the majority of the respondents and informants are positive towards the video feedback, and some would even like to have this in other courses as well. They understand what and how to improve, and they perceive it as personalized and reassuring. The conclusion is that video feedback in general has had a positive impact on the students. The perception of personalization contributes to boosting confidence and supporting learning outcomes.