Feedback on the project
Part of our evaluation entailed finding out more about what the students learned by taking part in the project. We wanted to know if they improved both their video production skills, as well as their knowledge of the academic skill on which they worked. A constructivist pedagogical approach hypothesises that students would learn about the skill during the process of making the video; literature confirms this, by suggesting that producing videos has a positive impact on learning gain about the subject matter (Greene and Crespi, 2012).
We sent a survey to all students at the end of the project, when the videos had been completed. 15 of the 26 students responded, a 58% response rate. The questions in the survey gathered information about whether they participated in the focus groups, what stage they got to in producing their video, and a simple self evaluation of how much the experience impacted on their knowledge of both the skill and video production.
All the students that took part in the focus groups agreed that taking part in the group had an impact on their approach to developing their video. (Figures 1a and 1b). Most students thought that their skills had improved in both video production and the academic skill; a greater number (and larger proportion) of those that took part in the focus groups reported an increase in their knowledge of the academic skill on which they worked. As the student videos covered topics that differed from those discussed in the focus groups it could be argued that discussing sample videos in detail before production encourages students to focus on, and therefore learn more about, the skills they are exploring.
In addition, we gathered feedback on the difficulties that students faced in producing their videos, which will be useful for developing guidelines and procedures for future use.
Greene, H. and Crespi, C. (2012) The value of student created videos in the college classroom – an exploratory study in marketing and accounting. International Journal of Arts and Sciences, 5(1), pp. 273-283.