The impact of text versus video communication on instructor feedback in blended courses

• Published in: Educational technology research and development 2015-04, Vol.63 (2), p.161-184
• Main Authors: Borup, Jered, West, Richard E., Thomas, Rebecca
• Format: Article
• Language: English
• Subjects: Affordances; Analysis; Asynchronous Communication; Blended Learning; Class Size; Communication Strategies; Conventional Instruction; Cues; Distance Education; Distance learning; Education; Educational Technology; Electronic Learning; Feedback; Feedback (Response); Higher Education; Instructional Design; Instructional Materials; Interpersonal Communication; Interviews; Learning and Instruction; Learning Processes; Methods; Nontraditional Education; Nonverbal Communication; Online Courses; Perceptions; Preservice Teacher Education; Preservice Teachers; RESEARCH ARTICLE; Researchers; Self Management; Student attitudes; Student Teacher Attitudes; Teacher Attitudes; Teachers; Teaching Methods; Technology Integration; Textbooks; Video; Video Technology; Written Language
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-015-9367-8

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent sample t tests found no significant difference in perceptions of feedback quality and delivery between students who received video feedback and those who received text. End-of-semester student and instructor interviews identified several differences in the instructors' feedback methods when they were communicating with text as compared to video. In general, students and instructors found that the affordances of text enabled more efficient and organized feedback, while the affordances of video encouraged more supportive and conversational communication. Analysis of actual feedback comments found video comments were longer and more supportive, while text feedback contained more specific critiques. When rating types of feedback, both students and instructors valued the efficiency of text over the more affective benefits of video. The article concludes with possible implications for future research and recommendations for practice that draw on the potential benefits of both feedback forms.