Investigating Students’ Perceptions of Screencasting Style of Video Feedback in Online Courses

Abstract

Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.

An investigation into students’ experiences and preferences for how information and feedback is presented in an online learning environment

“…By 2015 the research had moved on to a student-focused frame of reference exemplified by Borup et al (2015, p. 1) and while their research did not find a statistically significant improvement in performance with video feedback vs text, it did show "affordances of video encouraged more supportive and conversational communication." Lowenthal et al (2021) still classify video feedback as being in its infancy. They state, "we have found that research, theory, and practice all suggest that video feedback is an instructional strategy online instructors can use to improve instructor presence" (p. 267).…”

“…Kaltura (https://corp.kaltura.com/) offers the option for students to change between Screencast, Web camera, Screencast with Web camera inlay, Web camera with Screencast inlay and a side-byside option. See Lowenthal et al (2021) for an explanatory figure.…”

“…This was backed up by the statistics from McCarthy's research, looking at the summative feedback, that showed that "The majority of students -66% -indicated they felt the video feedback was most beneficial, while only 22% stated written feedback, and 12% stated audio feedback" (p. 159). Lowenthal et al (2021) highlights that the research indicates video feedback is more likely to be of higher quality, as it leads to tutors giving more detail, especially regarding relevant concepts "e.g., arguments, analysis, synthesis, judgements" (p. 267). So, there are some significant potential advantages to using video feedback, especially when using online delivery.…”

“…Kaltura has the ability to record screen capture and a video (web camera) of the tutor at the same time and gives the students the ability to flick between multiple viewing options. See Lowenthal et al (2021) for an explanatory figure.…”

Asynchronous E-learning after synchronous E-learning in the pathology course. When is the proper time for this transition?

“…Videos, as tools of asynchronous e-learning in medical education, are not new entries, nor have they been studied a little. Video collections,[ 1 ] video feedback,[ 2 3 4 ] video effectiveness,[ 5 6 ] video groups[ 2 ] and multiple video comparisons[ 7 8 9 ] are some examples of the utilisation of video technology in e-learning. Videotaped e-lessons, however, introduce a new module of asynchronous e-learning, totally organised in terms of synchronous e-learning, from the beginning until the end of the semester, and have replaced educational procedures in classrooms due to the COVID-19 pandemic.…”