Using Asynchronous Video to Enhance Engagement with Learning, Assessment and Feedback for Learners Affected by Dyslexia

While asynchronous text-based approaches dominated much early technology-enhanced learning research into blended learning in higher education, there is broad recognition that text-based learning, assessment and feedback can act as a barrier for learners affected by dyslexia.
This paper presents the findings emerging from practice-based research undertaken in the Computing department of a north of England HEI which has explored the potential for asynchronous video to facilitate greater inclusivity for learners affected by dyslexia. The research saw the introduction of both instructional tutorial videos and formative video-feedback situated within a dialogic framework, and the substitution of documentation tasks with video-enhanced assessment activities. Illustrative cases highlight the influence of these video-based interventions on the experience of three participants affected by dyslexia, and the research concludes that an integrated model of asynchronous video-enhancement can afford greater inclusivity for students affected by dyslexia through the promotion of engagement with learning, assessment and feedback