Video Feedback Sessions for Improving Lecturing:: Participants’ Reactions to this Method of Academic Staff Development
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Patricia Cryer [1]
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[1] University of Surrey
University of Surrey
Guildford District, Reino Unido
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 25, Nº 2, 1988, págs. 112-117
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This article reports on a study of lecturers’ reactions to the method of staff development which involves giving practice lectures which are videorecorded for playback and analysis. The rationale for the study was that attendance at optional sessions tended to be poor, in spite of the fact that the benefits could be considerable. The study set out to investigate this mismatch. It was based on a semi‐structured questionnaire, with considerable areas of free response, sent to over 100 lecturers from various institutions of higher education who had experienced such sessions with a variety of tutors as an obligatory part of past annual teaching and learning courses at the University of Surrey. A special feature of the study was the additional information obtained by the analyses of cross‐relationships between categories of response, using a computer package developed for the purpose. Accordingly the article reports on elaborate cross‐analyses, and draws conclusions about the merits and pitfalls of video feedback on lecturing as perceived by participants. As an outcome, the article offers suggestions on both running such sessions and participating in them.
