Two patterns of feedback (corrective / explanatory) in the interactive video and the effect of their interaction with the timing of their presentation (immediate/ final) on developing the skills of electronic journalistic editing among students of the Division of Educational Information

Document Type : Original Article

Author

department of educational technology, faculty of specific educational,Benha university, benha, Egypt

Abstract

The aim of the current research is to determine the preference of the two (corrective - explanatory) feedback patterns and their interaction with the timing of their presentation (syndrome - final) In the interactive video on developing the skills of electronic journalistic editing for the students of the Educational Media Division, and to achieve the researcher's goal, the developmental research method was used to develop educational systems, as the research sample was chosen from the students of the Educational Information Division at the Faculty of Specific Education - Banha University, and they are (80) male and female students who were divided into four experimental groups according to the experimental design of the research, and research tools were prepared which were represented in (cognitive achievement test - Of electronic press editing skills (,Experimental treatment materials were designed, which were represented in the interactive video with feedback (corrective - explanatory) patterns and timing of feedback (syndrome - final). After checking the equivalence of research groups applying experimental treatment materials, a set of results was reached, the most important of which are:
Corrective feedback has an impact on the development of academic achievement of knowledge related to electronic journalistic editing, while interpretative feedback has had an impact on the development of performance skills. immediate feedback has an impact on the development of cognitive achievement, while final feedback has had an impact on the development of students' electronic journalistic editing skills. In terms of the interaction between the timing and timing of feedback only, it was found that the final corrective feedback had an impact on the development of achievement, followed by the final explanatory feedback in the interactive video. It was also found that the explanatory feedback with its syndrome and definitive patterns influenced the development of students ’editorial journalistic performance skills with corrective and terminal and corrective patterns. In light of the previous results, the researcher presented some recommendations and proposals

Keywords

References

Asmaa, Abdelrazek Moustafa (2017). “Standards of Designing Types of Feedback in Electronic Assessment” Compunet (The Egyptian Information Journal), 314(6134), 1-9.‏
Akram, Abdelkader Abdullah (2012). “The Effectiveness of Using Electronic Video Sites in Acquiring Designing Digital Image Skills among Students of the Faculty of Education, Islamic University in Gaza. M.A. Thesis. Islamic University. Gaza.
Ansaf, Nasser (2017). “The Effect of the Difference of the Types of Feedback in Augmented Reality Environment on Cognitive Achievement and Motivation for Learning among Female Students of Education Techniques Department, Faculty of Education, King Fisal University”. Arab Association of Education Technology. Issue. 32 pp. 1-42.
Thaer, Gohary (2003). “The Effect of Feedback Providing Timing and Its Types and the Level of Interaction with Computing Education Program on the Achievement in some Statistics Subject Concepts among University Students”. Unpublished Ph.D.  Dissertation. Yarmouk. Erbid. Jordan.
Hesa, Azam and Othman Soliman (2018). “The Effect of Providing Effective Feedback in Learning Management Systems on Enhancing Students’ Learning Results”. Vol.7 Issue. 7 pp.115-129.
Hamida, Nabih (2017). “Education Strategy Via Web based on Interactive Video for developing some Skills of developing Virtual Reality Environment among Education Technology Students”. Unpublished M.A. Thesis. Faculty of Education.  Damietta University.
Hanan, Fawzy (2018). “The Effect of The Level of Providing Corrective and Interpretive Feedback in Cloudy Electronic Learning Environment on developing Achievement in Statistics Subject among Post Graduate Students”. Studies in University Education. Ain Shams University. Center of University Education Development. Issue 39 pp.168-193.
Hanan, Mohamed (2019). “The Effect of the Interaction between a Feedback Type in a Learning Environment based on Adaptive -Interactive Video and Learning Method among Students with Learning Sciences Disabilities in Preparatory Schools on Cognitive Load and Endurance of Education Effect”. Unpublished Ph.D. Faculty of Post Graduate Studies for Education. Cairo University.
Hanan, Mohamed Rabie (2017). “A feedback Type and its Level in Blending Education and Assessing its Effect on Learning Results of Female Students in Education Diploma Program. Journal of Education Technology. Egyptian Association of Education Technology. Refereed Studies and Research Series. Vol.23 Issue. 1 pp. 151-200.
             Khaled, Saad (2019). “The Effect of the Difference of Instant and Delayed Feedback in        Cognitive Tours on developing Achievement in Computer Subject among 1st Grade High School Students.
   Ragaa, Abdelaleem (2017). “The Effect of the Interaction between Providing Interpretive-Corrective Feedback and Learning Method (Surface-deep) in Self-Learning Environment on Academic Achievement and Learning Efficiency among Education Technology Students. Journal of Education Technology. Studies and Researches. Arab Association of Education Technology. Issue. 31 pp.253-306.
Rowida, Ahmed (2107). “Citizenship Rhetoric in Electronic Egyptian Journalism”. Cairo.  Alarabi.
Ziad Ali and Hany Mohamed (2012). “The Effect of the Interaction between the Type of Feedback and the Type of the Number of Answer Attempts in Electronic Exams on Academic Achievement and Learning Mastering”. Journal of Egyptian Association of Education Technology. Vol.22 Issue. 3 pp. 101-152.
Saed, Ghany (2018). “The Effectiveness of Listening Triangle Strategy and Interactive Video Technique According to Feedback in Learning Some Basic Skills of Volleyball among Female Students”. 1st Scientific Conference: By Sports Communities Elevate and Nations Flourish” Iraq. pp. 93-110.
Salwa, Hamdy Ameen (2019). “The Effect of Interactive Feedback in Electronic Learning Objects on developing The Cognitive Part and some Imaginative Thinking Skills among Preparatory Stage Students”. A Research Summary of M.A. Thesis in Methods of Teaching and Curricula (Education Technology Specialization). Journal of Fayoum University for Education and Psychological Sciences. Vol. 5 Issue. 11 pp. 399-457.
Soliman, Ahmed Harb (2018). “The Effectiveness of Flipped Learning Using Digital Video (Normal-Interactive) in Developing Skills of Designing and Producing Education Video among Female Students at Aqsa University in Gaza”. Palestinian Journal of Open Education and Electronic Learning (22) 6 pp. 65-78.
Seham, Salah (2017). “The Effect of the Difference of the Type of Electronic Feedback in A Software based on Simulation on Acquiring Skills of Programing Education Robot among Talented Female Students in Intermediate Stage in Gedah”. International Consulting and Training Group. Jordan. International Interdisciplinary Journal of Education. Vol.6 Issue. 1 pp. 142-189.
Shorouk, Samy (2014). General Basics of Preparing Media Professionals. Cairo. Thebe Organization.
Shimaa, Samir (2018). “The Effect of Feedback (Interpretive-Corrective) based on learning Analyses on developing technological Performance and Professional Inclinations among Students Teachers of Education Technology”. Egyptian Association of Education Computer. Issue. 6 pp. 341-414.
Shimaa, Mohamed (2019). “Designing Virtual Lab Using Types of Feedback for developing Skills of Measuring Solids and Aesthetic Sense of Mathematics among Primary Students”. Mathematics Education Journal. Vol. 22 Issue. 12 pp. 6-66.
Saffa, Abdelatef (2017). “A Comparison of the Effect of The Types of Providing Feedback (Text-audio) based on Mobile Education Technology in Electronic Learning Environment on developing Motivation for Learning and Self-Regulation Skills among Students. M.A. Thesis. Faculty of Women. Ain Shams University.
Adel, Fadel (2006). “Feedback and its Functions and Usages in Learning Motor Skills. Basra University. Faculty of Teachers.
Abdel Ameer, Alfaysal (2014). An Introduction to Internet Journalism. 1st ed. United Arab Emirates. University Book House.
Abdelbaset, Ahmed (2014). Interactivity on Electronic Press Sites. Cairo: Sciences House.
Abdelgabar, Saed (2013). “The Effect of Using Synchronized and Final Feedback on Learning Basic Skills of Basketball among Faculty of Physical Education and Sport Sciences, Kadiseya University”. European Journal of Sport Sciences Technology. Issue. 11 pp. 121-124.
Abdelaziz, Tolba (2016). “Employing some Systems and Sources of Electronic Education in developing Education Situations”. Journal of Electronic Education, AL Mansoura University (2). Retrieved from http://emag.mans.edu
Abdellatif, Alsafey et al (2016). “The Effectiveness of Using Two Types of Feedback in A Computer Simulation Program in developing Tasks of Learning Problems Solving of Running A Computer among Students of Education Technology”. Journal of Faculty of Education in Banha. Vol.25 Issue. 100 pp.35-92.
Abdelmaged, Nashwany (2003). Education Psychology. 1st ed. Oman: Alforqan House.
Ali, Abdelfatah Kanan (2014). Journalism: Concepts and Types. Oman: Almoataz House.
Eisa, Mahmoud (2011). Interview and Press Investigation. 1st ed. Oman: Zahran.
Fadel, Mohamed Hosney (2014). Basics of Press, Television and Electronic Editing. 1st ed. Oman: Albidaya House.
Fathy, Hussein (2013). Electronic Press News. Cairo: Publication House for Universities.
Maged, Faleh (2019). “The Effectiveness of Feedback in developing Cognitive Performance among Male and Female Teachers in Salah Aldin Governorate”. (58) 15 pp.517-548.
Mohamed, Shawky (2010). “The Effect of the Continuation of Regulating the Content of A Proposed Program on developing Skills of Education Designing of Education Video Program among Impulsive and Considerate Students of Education Technology”.
Mohamed, Atya (2015). Sources of Electronic Learning: Individuals and Media. 1st ed. Cairo: Alsehab House for Publishing.
Mohamed, Fayed Aldababsa (2019). “The Effect of Verbal Feedback (Instant- Delayed) Using Mobile Phone on some Kinematics Variants and Skillful Performance of Breaststroke among Physical Education Students at Jordanian University”. Journal of Studies in Education Sciences. Vol.46. Issue.3 pp. 526-539.
Marwa, Moustafa fargaly (2013). “A Proposed program for developing Press Skills Acquired from International Network among Education Media Students in Faculty of Specific Education: Applied Study on Electronic Press”. Ph.D. Dissertation. Cairo University. Education Study Institute. Education Technology Department.
Moustsfa, Badr Mansour (2019). “The Development of an Education Platform based on Interactive Video for developing Skills of Producing Electronic Syllabuses among Education Technology Specialists”. Ph.D. Dissertation Damietta University.
Maha, Mohamed Kamal (2010). “The Effectiveness of A Program for Electronic Blended Education in developing Skills of Producing Digital Video among Education Technology Students in Light of Quality Standards”. Ph.D. Dissertation.
Nabil Badr and Mohamed Mokhtar (2009). “The Effect of the Interaction between The Timing of Providing Visual Feedback in Education Web Pages and the Cognitive Method of Primary Stage Students on Cognitive Achievement and the Attitude towards Learning form Education Web Sites”. Journal of Education Technology. Egyptian Association of Education Technology. pp. 191-205. Retrieved from: http://search.mandumah.com/Record/80949
   Helal, Ahmed (2019). “The Effect of the Difference of the Type of Feedback in Electronic Education Games on developing Creative Thinking among Kindergarten Children in Yemen”. Arab Journal for Technical and Scientific Education. Issue. 8 pp. 2-32.
Hend, Emad Hamouda (2019). “The Effect of Using Education Bloggers on developing Skills of Designing Digital Video Programs among  Students of Education Technology in Faculty of Specific Education. Journal of Studies and Researches of Specific Education. (1) 1.
Waffa, Moustafa Kafafy (2009). “The Effectiveness of Using Electronic Feedback in developing Skills of Preparing A Proposal among M.A. Students at King Abdelaziz University”. Vol.16 Issue. 58 pp.139-184.
Waleed, Abdelfatah (2003). “The Role of Electronic Press in Cultural Edification of Teenagers”. Unpublished Ph.D. Dissertation. Ain Shams University. Institute of Post Graduate Childhood Studies. Media and Child Culture Department.
Yara, Basem (2019). “The Effect of Employing Interactive Video on Students of the Faculty of Education Teaching of the Cognitive Part of Designing and Producing Education Board Syllabus”. Journal of Hama University.
Yasmin, Ahmed (2018). “The Effectiveness of A Proposed Training Program for developing Creative Writing Skills of Press Editing art among Education Media Department Students. Unpublished M.A. Thesis. Faculty of Education. Zagazig University.
ثانيا: المراجع الأجنبية:
Ambrose, S. A., Bridges, M. W., Di Pietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching: John Wiley & Sons.
Anthia P & George P  (2016): INTERACTIVE VIDEO, TABLETS AND SELF-PACED LEARNING IN THE CLASSROOM: PRESERVICE TEACHERS PERCEPTIONS, 13th International Conference on Cognition and Exploratory Learning in Digital Age.
Banuri, Dankova & Keefer (2017).It's Not All Fun and Games: Feedback Task, Motivation and Effort, Centre for Behavioural and Experimental Social Science,.1-33.
Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD., ERIC Number: ED509138.
Chen, Y. T. (2012). A study of learning effects on e-learning with interactive thematic video. Journal of Educational Computing Research, 47(3), 279-292.
Christensson, P. (2011, January 4). Interactive Video Definition. Retrieved 2020, May 12, from https://techterms.com
Ding, T. (2012). The comparative effectiveness of recasts and prompts in second language Classrooms. Journal of Cambridge Studies, 7(2), 83-97.
Elgazzar, A. E. (2014). Developing E-Learning environments for field practitioners and developmental researchers: A Third Revision of an ISD Model to Meet E-Learning and Distance Learning Innovations. Open Journal of Social Sciences, 2(2), 29-37.‏
Fadde, P., & Sullivan, P. (2013). Using interactive video to develop pre-service teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13(2), 156-174.
Gedera, D. S., & Zalipour, A. (2018). Use of interactive video for teaching and learning. In ASCILITE 2018 (pp. 362-367). Australasian Society for Computers in Learning in Tertiary Education.‏
Gynnild, A. (2016). Developing Journalism Skills through Informal Feedback Training. BECOMING A JOURNALIST, 321.‏
Han, Y., & Hyland, F. (2019). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 38, 1-13.‏
Hattie, J., & Timperley, H. (2007). The power of feedback Review of Education Research. 77(1), 81-112
Hong, J. C., Tsai, C. M., Ho, Y. J., Hwang, M. Y., & Wu, C. J. (2013). A comparative study of the learning effectiveness of a blended and embodied interactive video game for kindergarten students. Interactive Learning Environments, 21(1), 39-53.
Hung, I. C., & Chen, N. S. (2018). Embodied interactive video lectures for improving learning comprehension and retention. Computers & Education, 117, 116-131.‏
Kazanidis, Ioannis & Palaigeorgiou, George & Papadopoulou, Anthia & Tsinakos, Avgoustos. (2018). Augmented Interactive Video: Enhancing Video Interactivity for the School Classroom. Journal of Engineering Science and Technology Review. 11. 174-181. 10.25103/jestr.112.23.
Kintsch, E., Steinhart, D., Stahl, G., LSA Research Group, L. R. G., Matthews, C., & Lamb, R. (2000). Developing summarization skills through the use of LSA-based feedback. Interactive learning environments, 8(2), 87-109.‏
Lokoč, J., Bailer, W., Schoeffmann, K., Münzer, B., & Awad, G. (2018). On influential trends in interactive video retrieval: video browser showdown 2015–2017. IEEE Transactions on Multimedia, 20(12), 3361-3376.‏
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1-40.‏
Martínez, M. L., Valdivia, I. M. Á., & Ortiz, A. R. (2015). Making learning more visible through e-assessment: implications for feedback. Journal of Computing in Higher Education, 27 (1), 10-27.
Meerah, T.S.M., & Halim, L.(2011).Improve Feedback on Teaching And Learning at the University Through Peer Group. Procedia Social and Behavioral Sciences, 18.
Meixner, B. (2017). Hypervideos and interactive multimedia presentations. ACM Computing Surveys (CSUR), 50(1), 1-34.‏
Moreno, R. (2004). Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in DiscoveryBased Multimedia. Instructional Science, 32(1), 99-113.
Onita, M., Petan, S., & Vasiu, R. (2016). Review of Interactive Video-Romanian Project Proposal. International Education Studies, 9(3), 24-40.
Palaigeorgiou, G., Chloptsidou, I., & Lemonidis, C. (2017, November). Computational estimation in the classroom with tablets, interactive selfie video and self-regulated learning. In Interactive Mobile Communication, Technologies and Learning (pp. 860-871). Springer, Cham
Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers. J. (2011). Group awareness of social and cognitive performance in a CSCL, environment:Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27.
Rabinowitz, P. (2012). Providing Corrective Feedback. Work Group for Community Health and Development at the University of Kansas, Ku. retrieved 27-4-2012
Rudin, Richard& Ibbotson, Trevor(2002). An Introduction to Journalism Essential techniques and background knowledge, F1,Coposition by Genesis Typesetting, Rochester,Kent- in Great Britain.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550.‏
Scheeler, M. C., Morano, S., & Lee, D. L. (2018). Effects of immediate feedback using bug-in-ear with paraeducators working with students with autism. Teacher Education and Special Education, 41(1), 24-38.‏
Schoeffmann, K., Hudelist, M. A., & Huber, J. (2015). Video interaction tools: A survey of recent work. ACM Computing Surveys (CSUR), 48(1), 14.
Schoeffmann, K., Hudelist, M. A., & Huber, J. (2015). Video interaction tools: A survey of recent work. ACM Computing Surveys (CSUR), 48(1), 14.
Shaofeng, L. I., Ellis, R., & Shu, D. (2016). The differential effects of immediate and delayed feedback on learners of different proficiency levels. Foreign Languages & Their Teaching.‏
Taslibeyaz, E., Dursun, O. B., & Karaman, S. (2017). Interactive video usage on autism spectrum disorder training in medical education. Interactive Learning Environments, 25(8), 1025-1034.‏
Thinh le, N. (2016). A Classification of Adaptive Feedback in Educational.
Tian, X., Tao, D., & Rui, Y. (2012). Sparse transfer learning for interactive video search reranking. ACM Transactions on Multimedia Computing, Communications, and Applications (TOMM), 8(3), 26.
Uemura, L. (2015). Testing...testing...EDpuzzle vs. Zaption. Retrieved May 16, 2016 from http://www.coetail.com/luemura/2015/06/02/testing-testing edpuzzle-vs-zaption/
Woods-Groves, S., Hua, Y., Ford, J. W., & Neil, K. M. (2017). Efficacy of an electronic editing strategy with college students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 52 (4), 422-436.

Files

Share

How to cite

Statistics