Exploring the use of video-annotated peer feedback in oral presentation lessons

Catherine Nguoi Chui Lam, Hadina Habil and Nora Binti Sahari

International Journal of Innovation and Learning, 2022, vol. 32, issue 4, 474-497

Abstract: This study explored the use of video-annotated peer feedback in supporting student learning in oral presentation lessons. Nine student volunteers from one of the polytechnics in Malaysia participated in three rounds of video-annotated peer feedback sessions to improve their oral presentation skills. Even though video-annotated peer feedback was found to focus primarily on 'structure' and 'body language', most of the feedback were specific and cognitive feedback consisting of summary comments, problem/strength identification, solution and explanatory comments were identified. Collectively, students perceived the use of video-annotated peer feedback positively in their learning. The prominent themes emerging from the analysis of students' journal entries: students' active engagement in creative problem-solving, enhanced understanding of weaknesses in doing oral presentation and students' self-reflection seem to confirm the potential pedagogical benefits of using this approach in teaching of oral presentation.

Keywords: video annotation; peer feedback; oral presentation; body language; cognitive feedback; student learning. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:32:y:2022:i:4:p:474-497

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