2. Me
Frank Weissman
Lecturer quantitative research methods and statistics
Coordinator intake assessment (selection new students)
Member of the university testing comity
Phone:
Linked in
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3. NHTV university of applied science
Our University ( of applied science) (HBO)
NHTV (Breda) (7000 students)
Academy for Digital Entertainment (1500 students)
International Media and Entertainment Management (700 Students)
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4. Build up of our Research courses
GE 3
English Academic Writing
GE4
Introduction to Research/Research Proposal
GE5
Statistics/SPSS
GE10
Quantitative Research 2/ Practice research
GE11
Qualitative Research/ Practice research
GE13
Research Methods Extended
GE14
Advanced Research Methods
Graduation Project
Year 1
Year 2
Year 3
Year 4
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5. How is this in our other Academies
All academies struggle with research education
Most students are practical oriented
It is not the main reason to do the NHTV study
Tourism management, Logistics, Hotel management, Urban development, Leisure management
Abstract and logical think not well developed yet
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6. Deconstructing the topics for NHTV
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7. Teaching (past) Topics were taught in lectures and tutorials
Topics in general were addressed once during the course.
Assignments were assigned after one time topic discussion
For most students topic was not clear yet at that moment
High fail rate caused by all elements discussed before
After the course knowledge was lost and forgotten.
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8. Solutions New learning environment just for research
New structure of the course
Continues teaching line
Re-use of previous information/teaching
Knowledge Clips
Improved feedback
Video feedback on assignments and exam
Try to have feedback done within 3 working days (instead of 10 working days)
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9. Environment (still building)
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10. Structure
Choose a topic at the start and continue investigating the topic over the courses
Emotions in TV shows
Brand placement
Include article(s)
Choose own topic
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11. Re-use of materials Video Knowledge clips (available over the courses)
On own initiative of student
Online lessons (use of knowledge clips)
As addition to the course taught
Knowledge clips as preparation for a tutorial
Flip the class room ( at the moment for Statistics/SPSS)
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12. Knowledge Clips
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13. Knowledge Clips
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14. Online lessons
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15. Online lessons
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16. Online lessons
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17. Improved feedback Feedback after MC exam Feedback on assignments
Directly after finish of MC exam the feedback is available on each question in a video
Feedback on assignments
Paper feedback
Video feedback ( all remarks are supported by a broader oral video feedback)
Oral feedback ( extra if needed)
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18. Immediate Feedback
The treatment effect showed that students in the immediate feedback condition were significantly superior on measures of passage comprehension and composite comprehension (Samuels & Wu, n.d.)
The results show that when given feedback immediately students learned more than when receiving the same feedback delayed  (Kehrer, Kelly, & Heffernan, n.d.)
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19. Feedback after MC Exam
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20. Feedback on assignments
Video feedback is experienced positive by students. (Mathisen.P, 2012)
There is reason to assert that video is a important supplement to written comments.(mathisen.P, 2012)
Video feedback was viewed as most benificial because it gave an indepth analysis on their performance(Mccarthy.J,2015)
Text students scored slightly higher on average, but the Video students reduced the performance gap over the course of the semester, and eventually scored better on the final assignment(Hilton & Rague, 2015)
Finally, the findings indicate that students' methods of revising their papers based on the feedback they receive may impact their preference for one modality over the other  (Cavanaugh & Song, 2014, p. 122)
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21. Feedback on assignments
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22. References
Cavanaugh, A., & Song, L. (2014). Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives. Journal of Online Learning and Teaching, 10,
Hilton, S., & Rague, B. (2015). Is video feedback more effective than written feedback? 2015 IEEE Frontiers in Education Conference (FIE). doi: /fie
Kehrer, P., Kelly, K., & Heffernan, N. (n.d.). Does immediate feedback while doing homework improve learning? Paper presented at proceedings of the twenty sixth international Florida artificial intelligence research society conference, Florida.
Mathisen, P. (2012). Video feedback in higher education- acontribution to improving the quality of written feedback. Nordic journaal of digital literacy, 02.
McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessments tasks. Issues in educational research, 25(2).
Samuels, S., & Wu, Y. (n.d.). The Effects of Immediate Feedback on Reading Achievement.
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