The results indicate that the mode and medium of teacher feedback had an impact on students’ perceptions about the rhetorical context of the revision process and perceptions about the teacher/student relationship. The present study examines student perceptions and attitudes about two different modes and media of teacher feedback: Microsoft Word comments versus visual/audio commentary. Currently, there is scant research on visual/audio feedback via screen-capture software in writing courses. Moreover, screen-capture software has been used to provide visual/audio feedback for student writing. In the last ten years, libraries, individual departments, and professors have experimented with screen-capture software to develop edited tutorials, record in-class lectures via presentation software, and record think-aloud rationale for difficult problem sets.
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