Abstract
<p>This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples <em>t</em>-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (<em>M</em> = 5.77, <em>SD</em> = 0.85) and those who received text (<em>M</em> = 5.62, <em>SD</em> = 0.75); <em>t</em>(178) = 1.23, <em>p</em> = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.</p>
Highlights
Johnson (2008) stated that there are two sides of teaching—the academic and the human—adding that the human side of teaching can be especially difficult for teachers
Innovations in communication technology have enabled instructors to more provide students with video feedback, research examining its use is currently lacking. This mixed method research examined the impact of asynchronous video feedback on instructor social presence in blended courses that provided the majority of instruction online
An independent samples t-test found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); July/14
Summary
Johnson (2008) stated that there are two sides of teaching—the academic and the human—adding that the human side of teaching can be especially difficult for teachers. This is true in online and blended learning environments where face-to-face instruction is lowered or eliminated, resulting in a feeling of isolation for many students (Palloff & Pratt, 2007). Boling, Hough, Krinsky, Saleem, and Stevens (2012) found that instructor feedback in an online course was “an important component for building a strong student-instructor connection” Evans (2013) added that feedback has a social dimension even when it focuses largely on the course content. Instructor feedback is largely text based and lacks many of the non-verbal communication cues that make it easier to form a connection with students
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