‘I finally understand my mistakes’ – the benefits of screencast feedback

Figures & data

Table 1. Participants in the study.

Teacher	Gender of teacher	School	# of students	Grade level (age of students)
1	Female	A	17	8 (12–13)
2	Female	B	9	9 (13–14)
3	Male	C	16	11(15–16)
4	Female	C	21	13 (17–18)
4	Female	C	16	11 (15–16)
5	Female	C	21	11 (15–16)
6	Female	D	3	12 (16–17)

Table 2. Examples of extracts of data.

Initial code	Primary theme	Secondary theme	Example quotations from the secondary theme
1) how the student experienced the feedback	i) positive experiences	a) easier to understand	‘I did not understand what I had done wrong in a written comment, but the screencast feedback made me understand this’ ‘it was easier to follow the screencast feedback, and I better understood my mistakes’ ‘it was easier to understand, and I experienced less misunderstandings’
		b) detailed information	‘the feedback was more clear and it was easier to learn from my mistakes’ ‘I learned more, as the feedback also contained exact examples’ ‘the feedback was more complementary’
		c) personal feedback	‘the feedback felt more personal, and “we” looked at it together’
	ii) negative experiences	a) time	‘it took longer time until I got the grade’ ‘it took longer time to listen to the feedback’
		b) structure	‘the written feedback is more precise and concise’
2) properties of the feedback			‘I really liked verbal feedback because I get to know what I do wrong and what I do right on the tasks where I got the wrong answer ‘Advantages: more detailed feedback, with better explanations. I learn from my mistakes. Cons: more work for teacher, takes more time’
3) what kind of feedback the student preferred in the future	preference		‘Oral! Now I realised all my mistakes, I didn’t on written feedback. There were only positive aspects of oral assessment. I learned a lot more’ ‘I want video. Feel like I’m getting a better overview of the test. I often don’t bother reading written feedback. A video is often more in-depth’

All quotations were initially coded, then sorted into primary themes, and then secondary themes.