Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 53

Internet Learning separate set of instructional considerations. Support allocation time is limited and travel to meet individual students is complex to organize because of their varied timetables. The normal solution is multiple emails and Word attachments marked up and returned, and time consuming repetition of advice because students find it difficult to understand the comments being made on a marked paper. The option to use online webcam contact face to face had been rejected due to limited benefit because the text is the focus of attention. But iShowU Instant, the Mac software used to create the “How to ...” videos for advice to lecturers using video in the UCL research project was inexpensive and one of many available similar kinds of software for different platforms. The software was much more flexible that integrated programs inside the university software system. iShowU Instant grabs a portion of the computer screen, which can be pre-selected. The webcam can also capture a separate view of the presenter. This camera can be switched to fill the selected screen area or shrunk to a corner of the screen view, or removed all together. The content of the computer screen is then revealed. The interesting aspect for the educationalist is that the software can be used to enable students to receive a personal video from their tutor. Students download their personal video from an email link. They see their dissertation drafts edited, just a few lines, with text highlights and circles appearing upon clicking the mouse while hearing the reason why changes are required. A few lines need to be corrected because the pattern of errors runs through the entire draft. The personal video can be watched again to encourage reflection and positive action to improve writing style. In addition, short video resources on the tutor’s website dealt with aspects of academic writing. Some of the videos use student examples to illustrate problems. Student satisfaction survey. A student satisfaction survey gathered qualitative and quantitative responses presented as a conference poster (Howarth, 2016). Here are two examples from the online student survey: Q2: Can you describe the experience of watching your writing being edited? • It was really helpful as Mike would be speaking whilst doing this as if he was showing show I can do it myself for next time cause he would also say why things were being edited so it didn’t feel like my work was being undermined. • The video enabled me as a student to edit my work to the better, which was a wonderful experience. • Thought it was very useful. • It made the changes easier to understand and it was not confusing. • It was very helpful as I could make notes whilst the video was playing as to what needed to be corrected and what parts were good. 52