Click here to view the video transcript
Most of the research into video feedback focuses on perception. So I took a different approach with my research and I explored the effect of mode on the feedback itself and on student’s engagement with the feedback. I found that the multi-modal format of video feedback and the inherent characteristics of speech impacted quite significantly on the focus and the form of feedback. With written feedback, there was a greater focus on linguistic accuracy and lower order concerns such as pointing out issues with word choice and grammar. On the other hand, video feedback was more balanced and included more commentary on aspects such as content and structure and development of ideas. I also found that written feedback tended to be quite directive, whereas video feedback was more likely to include explanations, suggestions, and positive reinforcement.
My other key finding was that video feedback led to more successful revisions and written feedback, particularly for students with lower language proficiency. These findings were attributed to four factors: the multi-modal format , the conversational style, the verbal explanations, and the personal and encouraging nature. I concluded that there is value of providing screen capture video feedback to supplement written comments to help students more successfully close the feedback loop. The ability to give verbal comments and show things visually helps facilitate feedback that is educative and learning-focused, which in turn helps students develop their own understanding and strategies for self-regulation, which are core concepts of a social constructivist approach to feedback. The multi-modal format and the conversational tone also helps reduce the cognitive load for students, which allows for easier comprehension of the feedback. And this, of course, can have a big impact on their success with not only the task at hand, but beyond that too.
There are certainly clear benefits for using videos feedback with our online students in particular. One of the online students interviewed in my study said he felt a bit disconnected and distanced from his educators when studying remotely, and we know that this is quite common among online learners. The student said that the video feedback he received made him feel as though the educator had invested effort into reading and evaluating his work and genuinely cared about his learning. So incorporating video feedback can help bridge this gap and enhance teaching and learning in an online environment by increasing our presence, which in turn can help dispel those feelings of social distance. Being an asynchronous method of feedback can also be beneficial when it’s difficult to arrange synchronous feedback sessions or communication like a phone call or a video conference when there’s a need to manage logistics such as different time zones and work schedules.
So, how do we know that video feedback helps provide ‘better’ feedback and, as a result, supports students’ uptake of and engagement with the feedback?
My research (Cavaleri et al., 2019; Cavaleri et al., 2014) examined feedback given on draft papers written by undergraduate students, and the students revised their papers before submitting the final version for grading. Half the papers received written feedback and half received video feedback. Using grounded theory methodology and inductive analysis, I examined and classified:
- The form and focus of each written and video feedback comment.
- Each revision that was made as a result.
The analysis revealed that video mode facilitated feedback more closely reflects a social constructivist approach to feedback by being learning-focused and giving agency to the student, whereas written feedback tended to take a more corrective, transmissive approach. Compared to written feedback, video feedback:
- Had a more balanced focus on the different elements of writing and composition, with less focus on remedial corrections.
- Was less directive/transmissive and instead provided more explanations that helped scaffold students’ own understanding about academic writing.
- Was more encouraging and empowering, offering advice and strategies that gave students a greater sense of agency and helping students self-regulate on future work.
The analysis revealed that video comments led to significantly more successful revisions compared to written comments, particularly for students with a lower level of English language proficiency. The analysis, plus surveys and interviews with the students, attributed this to four factors:
- The multimodal format (visual and aural), which helps learners process information (Clark & Mayer 2008; Mayer, 2020).
- The conversational style, as more informal speech is more accessible to students than written text (Mayer et al. 2004).
- The verbal explanations, which help students become more aware of why revisions are needed and how to improve their work.
- The personal and encouraging nature of spoken feedback, which is engaging and motivating.
Cavaleri, M., Kawaguchi, S., Di Biase, B., & Power, C. (2019). How recorded audio-visual feedback can improve academic language support. Journal of University Teaching and Learning Practice, 16(4).
Cavaleri, M., Di Biase, B. & Kawaguchi, S. (2014). Academic literacy development: Does video commentary feedback lead to greater engagement and response than conventional written feedback? The International Journal of Literacies, 20(3), 19-38.
Cavaleri, M. (2018). Effects of video feedback mode on students’ academic writing. PhD Thesis.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge, UK: Cambridge University Press.
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389-395.
Discussions
Consider the feedback you received (and still might receive) on your own work as a graduate student, a researcher, or as a teacher. Do you prefer to have written feedback, or to receive it in person or on video? Or both? Would any of the research above explain your preferences?
Please share your thoughts and questions in the comments section below.