Abstract
Traditionally, instructors give feedback in written form, however this mode of feedback can be vague and lack clear examples. Alternative modes of feedback such as audio and video can help students achieve increased comprehension and result in greater sense of belonging in the program or class. Therefore, the aim of this study was to evaluate the various modes of feedback delivery in an online class within a hybrid-learning curriculum and the impact on learning outcomes, effectiveness, and student experience. Participants included a convenience sample of 32 students enrolled in a sixth term course delivered fully online. The Community of Inquiry (CoI) Framework survey was completed after informed consent at the end of the term. Descriptive statistics and Kruskal-Wallis tests were utilized in data analysis. No significant difference was found when comparing mode of feedback with final course and exam grade (p=0.369 and p=0.280). Total mean (SD) of the CoI was highest in the term where video feedback was utilized with a mean score of 4.45(+0.473). Future research involving the CoI and mode of feedback should include comparing differing assignments and optimal quality and quantity that is provided to students.
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