ISSN: 2226-6348
Open access
Despite the growing research base on the use of video annotation in education, little is known on how to coherently structure a video-annotated peer feedback activity to engage students. Eventhough some studies have outlined the guidelines for conducting video-based annotation practice, little has been published with the focus on video-annotated peer feedback. To explore this under-investigated realm, the current review was conducted. In order to identify studies to be included in this review, a strategy for literature search was initially developed. This was followed by the selection and categorization of relevant studies. This paper thus provides a succinct overview of the essential steps involved in conducting a video-annotated peer feedback learning activity. Most importantly, it has resulted in a guide that outlines those essential stages and steps, thus providing insights into adaptation for use in education.
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In-Text Citation: (Lam & Habil, 2021)
To Cite this Article: Lam, C. N. C., & Habil, H. (2021). Enriching Student Learning Through Video-annotated Peer Feedback Activity: A Guide. International Journal of Academic Research in Progressive Education and Development, 10(3), 46–60.
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