Journal Articles
Using expansive learning to design and implement video-annotated peer feedback in an undergraduate general education module
EdLink- Using expansive learning to design and implement video-annotated peer feedback in an undergraduate general education module
- Education and Information Technologies, 30(3), 2999-3033, 2025
- Springer
- 2025
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- Hong Kong
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- 1997.7 onwards
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- Post-Secondary Education
- Existing studies have measured the effect of video-based feedback on student performance or satisfaction. Other issues are underacknowledged or merit further investigation. These include sociocultural aspects which may shape the design and implementation of video-based feedback, the ways students use technology to engage in feedback, and the processes through technology may transform learning. This study investigates the design and implementation of a video-annotated peer feedback activity to develop students' presentation skills and knowledge of climate science. It explores how their use of a video annotation tool re-mediated established feedback practices and how the systematic analysis of contradictions in emerging practices informed the subsequent redesign and reimplementation of the approach. Employing a formative intervention design, the researchers intervened in the activity system of a first-year undergraduate education module to facilitate two cycles of expansive learning with an instructor and two groups of Hong Kong Chinese students (n = 97, n = 94) across two semesters. Instructor interviews, student surveys, and video annotation and system data were analysed using Activity Theory-derived criteria to highlight contradictions in each system and suggest how these could be overcome. The findings highlight the critical importance of active instructor facilitation; building student motivation by embedding social-affective support and positioning peer feedback as an integrated, formative process; and supporting students' use of appropriate cognitive scaffolding to encourage their interactive, efficient use of the annotation tool. Conclusions: In a field dominated by experimental and quasi-experimental studies, this study reveals how an Activity Theory-derived research design and framework can be used to systemically analyse cycles of design and implementation of video-annotated peer feedback. It also suggests how the new activity system might be consolidated and generalised. Copyright © 2025 Springer.
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- English
- Journal Articles
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- 13602357
- https://bibliography.lib.eduhk.hk/en/bibs/78b5e624
- 2025-12-05
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