Students’ Perceptions of Oral Screencast Responses to Their Writing

Journal of Business and Technical Communication Jul 2016

Students’ Perceptions of Oral Screencast Responses to Their Writing

Chris M. Anson North Carolina State University ; Deanna P. Dannels North Carolina State University ; Johanne I. Laboy ; Larissa Carneiro

Abstract

This study explores the intersections between facework, feedback interventions, and digitally mediated modes of response to student writing. Specifically, the study explores one particular mode of feedback intervention—screencast response to written work—through students’ perceptions of its affordances and through dimensions of its role in the mediation of face and construction of identities. Students found screencast technologies to be helpful to their learning and their interpretation of positive affect from their teachers by facilitating personal connections, creating transparency about the teacher’s evaluative process and identity, revealing the teacher’s feelings, providing visual affirmation, and establishing a conversational tone. The screencast technologies seemed to create an evaluative space in which teachers and students could perform digitally mediated pedagogical identities that were relational, affective, and distinct, allowing students to perceive an individualized instructional process enabled by the response mode. These results suggest that exploring the concept of digitally mediated pedagogical identity, especially through alternative modes of response, can be a useful lens for theoretical and empirical exploration.

Journal: Journal of Business and Technical Communication
Published: 2016-07-01
DOI: 10.1177/1050651916636424
Open Access: Closed
Topics: multimodality affect and writing

Citation Context

Cited by in this index (5)

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Mehlenbacher et al. (2018)

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