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Moving Towards a Dialogic Pedagogy: Using Video Feedback as a Teaching Tool to Respond to Writing across Disciplines

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Date Issued:
2019
Abstract/Description:
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; Pera?kyla? (&) 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.
Title: Moving Towards a Dialogic Pedagogy: Using Video Feedback as a Teaching Tool to Respond to Writing across Disciplines.
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Name(s): Martin, Paul, Author
Vie, Stephanie, Committee Chair
Brenckle, Martha, Committee Member
Roozen, Kevin, Committee Member
Kitalong, Karla, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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; Pera?kyla? (&) 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.
Identifier: CFE0007497 (IID), ucf:52650 (fedora)
Note(s): 2019-05-01
Ph.D.
Arts and Humanities, Dean's Office CAH
Doctoral
This record was generated from author submitted information.
Subject(s): Video Feedback -- Writing Across the Curriculum (WAC) -- Dialogic Feedback -- Writing Pedagogy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007497
Restrictions on Access: public 2019-05-15
Host Institution: UCF

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