Timothy Simpson, K. Holden, D. Merrick, S. Dawson, L. Bedford
{"title":"Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?","authors":"Timothy Simpson, K. Holden, D. Merrick, S. Dawson, L. Bedford","doi":"10.1080/23752696.2019.1587717","DOIUrl":null,"url":null,"abstract":"ABSTRACT Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation’s transience and empower a student’s self-analysis. During 2016–17 a new 1st year module, ‘Core Skills in Biochemistry’, was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues’ judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within ‘Core Skills’, and laid the foundation for further innovations currently being trialled.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"262 - 283"},"PeriodicalIF":2.5000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1587717","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2019.1587717","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 5
Abstract
ABSTRACT Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation’s transience and empower a student’s self-analysis. During 2016–17 a new 1st year module, ‘Core Skills in Biochemistry’, was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues’ judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within ‘Core Skills’, and laid the foundation for further innovations currently being trialled.
期刊介绍：
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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