Video feedback: is it worth the effort? A response to Borup et al.
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Video feedback: is it worth the effort? A response to Borup et al. Patrick R. Lowenthal1 Accepted: 31 October 2020 © Association for Educational Communications and Technology 2020
Abstract It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and affective communication. However, research also suggests that despite its benefits, instructors and students might prefer text-based feedback. The following paper responds to research by Borup, West, and Thomas (Educ Technol Res Dev 63(2): 161–184. https://doi.org/10.1007/s11423-0159367-8, 2015), describes the value of their research, how it can be applied, some limitations, and future areas of research in a time where colleges are shifting to digital. Keywords Video feedback · Blended learning · Online learning · Social presence COVID-19 forced colleges to move face-to-face courses into remote or online learning formats (Hodges, Moore, Lockee, Trust, & Bond, 2020). While most are hopeful colleges will return to “normal” once the pandemic ends, nobody is quite sure when this might be or if it will look the same. Regardless of what happens this next academic year, COVID-19 has already forced colleges in varying ways to shift to digital, a shift that will have long term effects on how instructors and students teach and learn moving forward. Educational technology professionals have an opportunity to help with this transition. In 2015, Borup et al. published an article that can help educators make the shift to digital in one way by providing more personal, detailed, and possibly useful and effective feedback. In the following, I describe the value of their research, how it can be applied, limitations, and areas of future research.
Value Borup et al. (2015) begin by highlighting the importance of feedback in education and then do a thorough review of past literature on video feedback. The literature suggests that while the majority of students desire individual feedback, many students (especially in online or high-enrollment courses) are not provided personalized, detailed, or useful feedback. * Patrick R. Lowenthal [email protected] 1
Boise State University, 1910 University Drive, Boise, ID 83702, USA
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Borup et al. cite limitations of text-based feedback, when it is used, and conclude that audio/video feedback could improve feedback, especially in blended and online courses. However, they point out that video feedback is under researched, especially in terms of instructor perceptions, which led them to conduct a mixed method study to examine students and instructors’ perceptions of video and text-based feedback in a blended learning environment. Online educators have experimented with video feedback for years (see Lowenthal & Mulder, 2017), but Borup et al. were one of the first to conduct a comprehensive investigation of instructor and student perceptions of video feedback across multiple courses, instructors, and student
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