Abstract
This exploratory study critically analyzes instructor perceptions of leaving video feedback and its impact on workload. Using qualitative and quantitative data, it discusses instructor experiences in adding video feedback to written notes in online courses. Specifically, this study asks if instructors will feel more "connected" in video feedback courses, if instructors will report increased workloads, and if they see an improvement in their performance evaluations in video feedback courses. The results reveal that video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The article concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.
Highlights
This exploratory study uses qualitative and quantitative data to analyze instructor experiences in adding video feedback to written notes in online courses
Six out of eight instructors were positive about using video feedback
This study examined the personal reactions of instructors to leaving V and T feedback, workload, and the effect on student evaluations in V and T courses
Summary
This exploratory study uses qualitative and quantitative data to analyze instructor experiences in adding video feedback to written notes in online courses. Whereas previous research focused on the impact of video feedback on students' sense of connectedness with their instructors (Borup et al, 2014; Parton et al, 2010; Wade, 2016), few studies have focused on instructor experience. Other scholars reported on personal experiences as participant observers in providing video feedback (Henderson & Phillips, 2015; Lamey, 2015; Mayhew, 2017; Silva, 2012) It is unclear if these instructors were full-time or adjunct. No studies were found that looked at the connection between providing video feedback and student evaluations of instructors
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