{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115370"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115370","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Comparing screencast feedback to written feedback in freshman composition courses","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_has_math":false,"creators":["Whelihan, Matthew"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, Bill","Pak, Yoon","Montebello, Matthew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:54Z","subjects":["feedback","instructor feedback","screencast feedback","screencast","feedback on student writing","freshman composition","college writing","instructor feedback on writing","feedback modality"],"languages":["en","eng"],"rights":["Copyright 2022 Matthew Whelihan"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115370","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, Bill","Pak, Yoon","Montebello, Matthew"]},{"key":"dc:creator","label":"Author","values":["Whelihan, Matthew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["feedback","instructor feedback","screencast feedback","screencast","feedback on student writing","freshman composition","college writing","instructor feedback on writing","feedback modality"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Matthew Whelihan"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115370"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Matthew Whelihan, accepted the attached license on 2022-04-05 at 14:36.","The student, Matthew Whelihan, submitted this Dissertation for approval on 2022-04-05 at 14:47.","This Dissertation was approved for publication on 2022-04-08 at 13:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17590 on 2022-11-11 at 13:04:50","This dissertation compares the impact of instructor screencast feedback and instructor written feedback on the writing of college students in freshman composition courses. A mixed methods study was used to assess the level of improvement between drafts of essays, the final scores of essays, and the level of improvement over time for both types of feedback. The results of the study indicate that the students who receive screencast feedback score higher on final essay drafts and improve more between drafts than their peers who receive written feedback. Additionally, student and instructor responses to the use of screencast feedback in the study were similar to those found in previous qualitative studies. Some findings were inconclusive, however, and more research is needed on what role factors such as essay genre and repeated use of specific feedback modalities have on student outcomes."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Comparing screencast feedback to written feedback in freshman composition courses"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, Bill","Pak, Yoon","Montebello, Matthew"],"dc:creator":["Whelihan, Matthew"],"dc:date":["2022-05","2022-04-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Matthew Whelihan, accepted the attached license on 2022-04-05 at 14:36.","The student, Matthew Whelihan, submitted this Dissertation for approval on 2022-04-05 at 14:47.","This Dissertation was approved for publication on 2022-04-08 at 13:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17590 on 2022-11-11 at 13:04:50","This dissertation compares the impact of instructor screencast feedback and instructor written feedback on the writing of college students in freshman composition courses. A mixed methods study was used to assess the level of improvement between drafts of essays, the final scores of essays, and the level of improvement over time for both types of feedback. The results of the study indicate that the students who receive screencast feedback score higher on final essay drafts and improve more between drafts than their peers who receive written feedback. Additionally, student and instructor responses to the use of screencast feedback in the study were similar to those found in previous qualitative studies. Some findings were inconclusive, however, and more research is needed on what role factors such as essay genre and repeated use of specific feedback modalities have on student outcomes."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115370"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Matthew Whelihan"],"dc:subject":["feedback","instructor feedback","screencast feedback","screencast","feedback on student writing","freshman composition","college writing","instructor feedback on writing","feedback modality"],"dc:title":["Comparing screencast feedback to written feedback in freshman composition courses"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}