Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Dr. Leah Wickersham-Fish
Second Committee Member or Secondary Advisor
Dr. Julie McElhany
Third Committee Member or Committee Reader
Dr. Anna Grigoryan
This study explored faculty concerns in using screencasting to give feedback, why they choose to adopt it, and what training and support would benefit them in the adoption of such a method. This is a single embedded case study using a stages of concern questionnaire, semistructured and open-ended interviews, as well as media comment reviews as data collection methods. Some 21 professors from a southwestern private university participated in the research, representing 51 potential participants who have been exposed to screencasting for feedback through software ownership, training, or coaching. After the completion of this questionnaire, 16 participants were interviewed in depth, and five of them provided examples of their media feedback. A finding was that screencasting holds promise to give feedback in a residential university setting as it could enrich the cognitive and affective content of feedback. Faculty members were concerned mostly with the personal aspects of using screencasting feedback, such as time demand. Another finding was that professors make sophisticated choices when deciding modalities to give feedback; such choices depend on class size, the nature of content, the rules they use, and the division of labor. Recommendations include greater use by faculty and improved training by faculty developers to assist faculty in using screencasting to give feedback.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Fang, Berlin, "Factors Influencing Faculty Use of Screencasting for Feedback" (2019). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 166.
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