Don't shoot! Understanding students' experiences of video-based learning and assessment in the arts

Abstract

This paper explores the benefits and challenges of using video blogging to support reflection and assessment in acting and performance training. A video platform called Acclaim was integrated into the university's virtual learning environment (Blackboard), enabling students to record and share their performances in an online setting. A key feature of the platform was the ability to add time-based comments on a video, making it possible for tutors and students to discuss and critique specific moments of each performance. Students were also required to record and upload regular video blogs during which they would reflect on their progress. At the end of the first year, a survey was designed to evaluate students' experiences of the video blogging activity. The findings indicate mixed results: while many students viewed video blogging as a useful learning activity, they also identified a number of challenges that hampered its effectiveness. From this study we conclude that while video blogging presents several notable advantages for the facilitation of performance-based courses, the technology needs to be carefully introduced as part of a broader instructional strategy to maximise the potential benefits for student learning and engagement.