Abstract

This study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the presence of transformational leadership theory (Parkin, 2017), the voices of teaching and learning (Collison et al., 2001), and gesture theory (Bavelas et al., 2014; Peräkylä & Ruusuvuori, 2008) for the paralinguistic activity in the VF content to determine if the presence of these theories position students as what Buber (1965) referred to as a "Thou" and dismantle the authoritative discourses (Bakhtin, 1994) in higher education that hinder learning. This dissertation found that teachers experienced meta-reflection and self-dialogue from making videos, which is dialogic. This study also found that instructors can facilitate dialogic exchanges that undermine authoritative discourses if they can utilize their paralinguistic activity that video affords them. This study also revealed that using VF requires overcoming a significant learning curve, and that Writing Across the Curriculum (WAC) can help teachers improve how they negotiate feedback variables like the assignment, discipline, pedagogy, and learning outcome that can lead to dialogic feedback.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2019

Semester

Spring

Advisor

Vie, Stephanie

Degree

Doctor of Philosophy (Ph.D.)

College

College of Arts and Humanities

Degree Program

Texts and Technology

Format

application/pdf

Identifier

CFE0007497

URL

http://purl.fcla.edu/fcla/etd/CFE0007497

Language

English

Release Date

May 2019

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Download

Share

COinS