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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Exploring Student Perceptions of Video-Based Feedback in Higher Education:
A Systematic Review of the Literature
Author(s): Tim Bahula, Robin Kay
Citation: Tim Bahula, Robin Kay, (2021) "Exploring Student Perceptions of Video-Based Feedback in Higher Education: A Systematic Review of the Literature," Journal of Higher Education Theory and Practice, Vol. 21, ss. 4, pp. 248-258
Article Type: Research paper
Publisher: North American Business Press
Abstract:
This study provides a systematic review of the research on higher education students' perceptions of the benefits and challenges of video-based feedback. Fifty-eight peer-reviewed articles from 2009-2019 were selected using the PRISMA framework and analyzed employing a constant comparative method. Overall, students preferred video-based over text-based feedback. Benefits cited for using video-based feedback included a more detailed, clearer, and richer quality of feedback, increased understanding and higherorder thinking skills, more personal, authentic and supportive communication, and making the feedback process more interactive. Challenges included decreased accessibility, the linear nature of video-based feedback, and evoking negative emotions.
