Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context

Huiwan Zhang, Wei Wei

研究成果: Conference contribution同行評審

摘要

Providing feedback in a LMOOC context is challenging. Video feedback has the potential to serve online language learners on a large scale, as they can download, study, revise these feedback videos repeatedly and hopefully transfer their learning to complete future tasks. Vicarious learning feedback videos have not been investigated extensively, as most previous studies focused on the extent to which feedback receivers can learn from their own mistakes and feedback directly addressed to their work. The opportunities to learn from others’ mistakes and feedback on others’ work have more significant potential to serve an extensive online learning community. This study filled the gap by investigating and comparing learners’ preferences and the use of two types of vicarious learning feedback videos as self-directed learning resources in LMOOCs, i.e., teacher and peer feedback videos. This study collected both quantitative and qualitative data from 16 s language learners. Quantitative data mainly came from the dashboard of a learning management system, including frequency (the frequency of each video being played) and engagement level (the proportion of each feedback video being watched). Qualitative data referred to participants’ reflections on their learning experiences with these videos. The results suggested that 1) teacher feedback videos were watched more frequently than others as learners regarded them as their desired performance and ultimate learning goals. They preferred teachers’ explanations of the expected learning outcomes and elaborations of marking rubrics in the videos; and 2) the online learners watched a much higher percentage of the content in peer feedback videos, which indicated a higher engagement level with the peer feedback videos than teacher feedback videos. Interview data suggested that it was in the peer feedback videos that online students carried out more peer evaluation, self-reflection, and assessment practices.

原文English
主出版物標題Learning Technologies and Systems - 21st International Conference on Web-Based Learning, ICWL 2022, and 7th International Symposium on Emerging Technologies for Education, SETE 2022, Revised Selected Papers
編輯Carina S. González-González, Manuel Area-Moreira, Baltasar Fernández-Manjón, Frederick Li, Francisco José García-Peñalvo, Filippo Sciarrone, Marc Spaniol, Alicia García-Holgado, Matthias Hemmje, Tianyong Hao
發行者Springer Science and Business Media Deutschland GmbH
頁面403-411
頁數9
ISBN(列印)9783031330223
DOIs
出版狀態Published - 2023
事件21st International Conference on Web-Based Learning, ICWL 2022 and 7th International Symposium on Emerging Technologies for Education, SETE 2022 - San Cristobal de La Laguna, Spain
持續時間: 21 11月 202223 11月 2022

出版系列

名字Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
13869 LNCS
ISSN(列印)0302-9743
ISSN(電子)1611-3349

Conference

Conference21st International Conference on Web-Based Learning, ICWL 2022 and 7th International Symposium on Emerging Technologies for Education, SETE 2022
國家/地區Spain
城市San Cristobal de La Laguna
期間21/11/2223/11/22

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