Comparing screencast feedback to written feedback in freshman composition courses

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Whelihan, Matthew

Contributors dc:contributor

• Kalantzis, Mary
• Cope, Bill
• Pak, Yoon
• Montebello, Matthew

• feedback
• instructor feedback
• screencast feedback
• screencast
• feedback on student writing
• freshman composition
• college writing
• instructor feedback on writing
• feedback modality

Statement dc:rights

• Copyright 2022 Matthew Whelihan

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/115370

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F115370