NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED257168
Record Type: RIE
Publication Date: 1985-Feb-17
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Video Feedback in the Classroom: Possible Consequences for the Communication Apprehensive.
Kinzer, Harold J.
Although the use of video playback of classroom assignments for students who are communication apprehensive, shy, or unassertive has received widespread adoption, a review of the literature suggests that its use is potentially harmful. Typically, those with high anxiety about communication are characterized by excessive fear of evaluation, irrational beliefs about being the focus of attention, low self-esteem, negative expectations of success, inability to accept success evaluation, tendency to negatively interpret their own actions, and unwillingness/inability to self-disclose. Video feedback focuses attention on self and magnifies communication performance difficulties and so might increase fear of communication, reinforce negative self-perceptions, and further reduce self-esteem and expectations of success in communication. Stress reactions to video feedback have been found in a few studies. Research has also shown some practices of video feedback to be successful, such as the use of self-modeling, using video models of others, preparing the students for videotaping, focusing feedback, and using several videotaped exercises to reduce novelty effects. The report includes a substantive bibliography. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western Speech Communication Association (Fresno, CA, February 16-19, 1985).