In order to elucidate how to improve active learning and collaborative engagement in large and online course contexts, the present exploratory research employed a mixed-method study examining a video-based peer-review assignment designed to help students advance their own video-creation skills and self-efficacy. Student participants (N = 255) responded positively to the platform and feedback process but were critical of classmates’ engagement and own video skills. Video production self-efficacy increased from preto postsurvey, especially for individuals with less previous video production experience. Further, students’ intent to use video persuasively increased from pre- to post-survey for those with less previous video-sharing experience. Overall, results suggest that education technology developers and practitioners could use similar approaches to facilitate active learning, but researchers should continue exploring the implications of such video-based assignments.
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