Screencasting for technical writing students: An opportunity to improve feedback and prepare students for the workplace.

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Bibliographic Details
Title:	Screencasting for technical writing students: An opportunity to improve feedback and prepare students for the workplace.
Authors:	Cavanaugh, Andrew¹ andrew.cavanaugh@umgc.edu
Source:	Writing & Pedagogy. 2022, Vol. 14 Issue 2, p239-259. 21p.
Subject Terms:	Virtual classrooms, Flipped classrooms, Self-contained classrooms, Students, Technical writing, Audiocassettes
Abstract:	Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace. [ABSTRACT FROM AUTHOR]
ISSN:	17565839
DOI:	10.1558/wap.22505