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Opinion Assessment & Feedback

Embracing innovation in business education: the role of video feedback

7th June 2024


Dr Laura Dixon CMBE

Programme Manager, Liverpool Business School

Dr Lindsey Gaston

Liverpool Business School

In the changing landscape of higher education, business schools face a wide range of challenges: from meeting the needs of an increasingly diverse student body, to demonstrating ‘value for money’ in a way that is often now measured by the sole metric of post-graduate employability (Dixon, 2024; Tomlinson, 2008). The aftermath of Covid-19 has seen these pressures increase and as a result, greater emphasis has been placed on the importance of adaptability and innovation in teaching practice (Bassett-Dubsky, 2021). One area where innovation has proven key, is in relation to assessment feedback, which is a fundamental part of the learning process.

Traditionally, feedback has been viewed as a corrective tool, but today its role has expanded so that contemporarily, it is seen as providing a way to guide students towards future improvement – it is ‘feed forward’, as it were, rather than ‘feedback’ (Boud and Molloy, 2013). Video feedback offers a promising method to achieve this, not least because it offers distinct advantages over traditional written feedback in three key ways: 

1. Enhanced student engagement and learning 

There is little doubt that critical thinking and independent learning are vital within business schools, and it is here in particular that video feedback offers the potential to promote this for students. Research indicates that video feedback provides students with a more detailed and engaging feedback experience compared to written feedback (Elola and Oskoz, 2016). It offers a greater quantity of feedback, with markers able to provide more nuanced comments on various aspects of students' work (Borup, West, and Thomas, 2015). Moreover, the visual and aural cues in video feedback improve clarity and reduce ambiguity, making it easier for students to grasp the feedback provided (Crook et al. 2012). This clarity fosters a better understanding of the feedback received, empowering students to apply it more effectively to future assignments (Henderson and Phillips 2015). In business schools, where real-world applicability is crucial, this ability to translate feedback into actionable insights is invaluable. 

2. A personalised learning experience 

Video assessment feedback also offers a more personalised and individualised experience for students (Lamey, 2015). By addressing students as individuals and providing feedback in a conversational manner, lecturers can establish closer relationships with their students (Grigoryan, 2017). This personalised approach not only enhances the quality of feedback but also makes students feel recognised and valued (Anson et al, 2016). In business schools, where mentorship and professional development are highly valued, this personalised feedback fosters a supportive learning environment conducive to students' growth and success. 

3. An efficient and enjoyable process 

Video feedback has been shown to reduce marking times for lecturers, offering a more efficient alternative to traditional written feedback (Crook et al, 2012). Despite initial scepticism, lecturers often find the process of providing video feedback to be an enjoyable experience. The conversational nature of video feedback allows lecturers to address complex issues more effectively, creating a more meaningful feedback experience for students (Henderson and Phillips, 2015). Additionally, the flexibility of video feedback enables students to revisit and review the feedback multiple times, further enhancing their learning experience (Lamey, 2015). 

Moving forwards with video feedback 

As business schools navigate the challenges of higher education, innovative approaches to assessment, such as video feedback, offer promising solutions. By enhancing student engagement, providing a personalised learning experience, and streamlining the feedback process for lecturers, video assessment feedback addresses key needs within business schools (Henderson and Phillips, 2015). As universities continue to adapt to changing student demands and technological advancements, integrating video assessment feedback into pedagogical practices can play a crucial role in ensuring the success and satisfaction of both students and educators alike. With empirical evidence supporting its efficacy, using video can change the way feedback is delivered and received in higher education, particularly within the dynamic and developing landscape of business schools.