Abstract
This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.
Highlights
As evidenced by instructors’ and students’ surveys, Borup et al (2015) found that both students and instructors perceived text and video feedback as valuable with regard to quality and delivery
Qualitative analyses illustrated that text feedback was more efficient and more organized than video feedback
The Borup et al (2015) findings showed that the emotional aspect of feedback was less valuable than efficiency, but they may apply differently during times of crisis, such as the COVID-19 pandemic
Summary
As evidenced by instructors’ and students’ surveys, Borup et al (2015) found that both students and instructors perceived text and video feedback as valuable with regard to quality and delivery. Regardless, “both students and instructors valued the efficiency of text over the more affective benefits of video” The Borup et al (2015) findings showed that the emotional aspect of feedback was less valuable than efficiency, but they may apply differently during times of crisis, such as the COVID-19 pandemic.
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