Video Feedback and Instructor Social Presence in an Asynchronous Online Course

Authors

  • Savanna Love Randolph-Macon College
  • David Marshall Auburn University

DOI:

https://doi.org/10.36021/jethe.v5i2.324

Keywords:

video feedback, writing feedback, asynchronous, graduate students, instructor social presence

Abstract

Understanding best practices in online learning environments has become an important area of research in recent years, both before and during the pandemic. Video feedback has been studied as a way to enhance instructor social presence and create classroom community, though more research is needed to understand these constructs in various contexts. The current study sought to understand the extent to which video feedback enhanced instructor social presence in an asynchronous online course. Participants included five sections of an advanced educational psychology course for pre-service teachers. A qualitative, descriptive design using both surveys (n = 63) and interviews (n = 10) was employed to explore student perceptions of video feedback. Findings demonstrate that video feedback enhanced instructor social presence and that weekly videos improved students’ overall experience in the course. The video-based feedback led students to develop a better relationship with the course instructor and improved their overall experience in the course. Implications for student outcomes and instructor planning in online courses are discussed.

Downloads

Published

2022-12-22

Issue

Vol. 5 No. 2 (2022): Fall issue

Section

Articles

License

Copyright (c) 2022 Savanna Love, David Marshall

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The Author (or Authors, collectively referred to herein as Author) retains the copyright for the Article/Review to be published in the Journal of Effective Teaching in Higher Education and is acknowledged in the copyright line on the Article/Review. The Author asserts the moral right to be identified as the Authors of the Article/Review.

Public License

  1. The Author and the Publisher (Journal of Effective Teaching in Higher Education) agree that the Author grants a Creative Commons Copyright License in the Article/Review to the general public (see Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0))

  2. The Author grants to the Publisher a royalty-free, worldwide, non-exclusive license to publish, reproduce, display, distribute and use the Article/Review in any form, either separately or as part of a collective work, including (but not limited to) a non-exclusive license to publish the article in an issue of the Journal, authorize reproduction of the entire Article/Review in another publication, and authorize reproduction and distribution of the Article/Review by means of computerized retrieval systems. The Author retains the ownership of all rights under copyright in the Article, and all rights not expressly granted in this Agreement.

  3. The Author agrees that the Journal of Effective Teaching in Higher Education be given credit as the original publisher in any republication of the Article/Review authorized by the Author. If the Publisher authorizes any other party to republish the article under the terms above, the Publisher shall require such party to ensure that the Author is properly credited.