A BIBLIOMETRIC ANALYSIS OF VIDEO-BASED FEEDBACK IN HIGHER EDUCATION (2003-2022): TRENDS, GAPS AND FUTURE DIRECTIONS
Purpose – Video-based feedback presents a unique approach characterised by a conversational narrative and instructor screen captures, enriching students' learning experiences and fostering stronger instructor-student connections. While this innovative methodology has the potential to revolutio...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UUM Press
2025-01-01
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| Series: | Malaysian Journal of Learning and Instruction |
| Subjects: | |
| Online Access: | https://www.e-journal.uum.edu.my/index.php/mjli/article/view/22298 |
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| Summary: | Purpose – Video-based feedback presents a unique approach characterised by a conversational narrative and instructor screen captures, enriching students' learning experiences and fostering stronger instructor-student connections. While this innovative methodology has the potential to revolutionise feedback practices in higher education, its full benefits and practical implications for improving learning outcomes remain unexplored.
Methodology – This study employs a bibliographic analysis to examine the emerging landscape of video-based feedback research in higher education from 2003 to 2022. Data was systematically curated from the Dimensions database. Out of an initial 25,747 publications, 1,532 publications were selected for final analysis after refining the keyword search to ensure relevance to the subject. VOSviewer was used for bibliographic coupling, keyword co-occurrence, clustering, and co-citation analysis of countries.
Findings – The bibliometric analysis reveals a significant increase in publications on video-based feedback in higher education, peaking at 286 publications in 2022. The United States, Germany, and the United Kingdom are identified as leading contributors, with China emerging as a prominent player in Asia. Keyword analysis uncovers potential research gaps, including the need to extend studies beyond medical education, address the specific requirements of adult learners, and investigate the socio-emotional dimensions of video-based feedback.
Significance – This study provides a significant contribution to understanding video-based feedback in higher education, positioning it as a dynamic and rapidly evolving field driven by the proliferation of online learning. The insights from this analysis offer valuable guidance for future research directions and practical applications, such as developing evidence-based best practices for creating effective video feedback and exploring its impact on student engagement, motivation, and academic achievement.
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| ISSN: | 1675-8110 2180-2483 |