A Study of Teachers’ Reactions towards Video-Assisted Feedback

This paper presents results from a 4-week study investigating teachers’ reactions towards the use of video as a feedback instrument. Four teachers in a public-private school in Pune, India, were treated to three feedback protocols involving video technology in different measures and modes of operation. Results indicate that teachers have a strong preference for feedback protocols that involve video, both in terms of effectiveness and ease of use, although most teachers view the advice of a human mentor as indispensable. We also found evidence to suggest that video technology improves the quality of human feedback by enabling rapid recall of events and by facilitating resolution of conflicts.