This action research explored the potential of audiovisual screencasting for assignment feedback on a distance learning (DL) course. A screencast is a combination of voice recording and screen capture, which can be played in any browser, like a video. Here it is used to capture a tutor's editing and highlighting activities in a document, whilst simultaneously recording spoken feedback. Research suggests that audiovisual feedback may resolve some of the current problems with written feedback. A pilot study is reported which trialled screencasting for essay feedback on a master's level DL module at Sheffield Hallam University. Fourteen students participated and were randomly divided between two groups to receive either written or screencast feedback first. After receiving the first feedback type, students completed a short questionnaire online. The second type of feedback was then distributed to the students, who completed the same questionnaire for the second type of feedback. The results suggest that feedback is received more positively in the richer media of audiovisual screencasting and that this may encourage emotions more conducive to receiving and processing feedback and help to socialise students within the learning context by giving them a sense of belonging to the community. Simultaneous visual cues and explanations appear to help with understanding, and it is quicker to capture screencasts than it is to write feedback. However, preferences for written feedback were related to the holistic overview of a document, which could be scanned and revisited, and which was not confined to a linear delivery, nor time-limited. Audiovisual screencasting will therefore only be adopted for formative feedback during modules, and will be structured with spoken overviews.

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A healthy balance between social and task-oriented activities helps teamwork. In virtual teams, e-mail texts must often carry both task-oriented and socio-emotional communication between individuals. While some theories of computer-mediated communication suggest socio-emotional exchange may not be well supported in e-mail communications, research demonstrates that individuals, nevertheless, achieve this. However, the lack of unplanned informal exchanges in virtual teams communicating by e-mail may still hinder team performance. We compared adaptations in socio-emotional content of e-mail communications in academic and commercial team writing contexts. Results suggested a task-oriented focus in the commercial team culture and an even social-task balance in the academic team culture. Our research leads us to recommend a more conversational style in professional e-mail writing. Additionally in virtual team working, we recommend encouraging face-to-face contact, allocating time specifically for social exchanges and making information about colleagues available to each other.