Video Feedback in Online Courses
Dr. Robin Kay
Diana Petrarca
UOIT
Oshawa, Canada
Website: faculty.uoit.ca/kay/home

UOIT
• Started in 2003
• 6000+ Students
• Laptop based university
• Masters and PhD
programs online

Overview
Challenges in Online Assessment
Why Use Video Feedback?
Video Feedback Sample
Creating Video Feedback
Video Feedback Study
Results
Conclusions

Challenges in Online Assessment
Time required
Detail of feedback
Format of text
Clarity of message
Student willingness to read
feedback
Tone of feedback (positive
& negative)

Why Use Video Feedback?
Time required Might save time
Detail of feedback More detail
Format of text Easy format (just speak)
Clarity of message Clearer message
Students willingness to Novel, interesting,
read feedback personal
Tone of feedback (positive Tone of voice can help
& negative) avoid misunderstandings

Video Feedback Sample
Teaching assignment
Students created a short
teaching activity
Given a checklist of items
they needed to include
Used checklist +
assignment + audio

First Impressions
Would students like this kind of feedback?
What did you like?
What do you think would be problematic?

Creating Video Feedback
1. Fill in checklist of required steps for assignment (there has
to be a visual to comment on)
2. Use Jing (it’s free)
3. Send student the link or
Save file and send student the file

Video Feedback Study
37 pre-service teachers (K-6)
2 assignments on lesson planning
One given written feedback
One give video feedback
Average grade on both assignment equal
Survey students (quantitative & qualitative)
5 point Likert scale on 8items
Interviewed instructor

Results - Survey
Item Written Video
1. Feedback was clear 3.9 4.5 *
2. Feedback was detailed. 3.8 4.6 *
3. I read/listened to the feedback. 3.9 4.4 *
4. I learned from the feedback. 3.6 4.5 *
5. I understood where I could improve. 3.6 4.2 *
6. The feedback was more personal 2.5 4.3 *
7. I agreed with the feedback 3.7 4.4 *
8. I liked getting the feedback 2.6 3.9 *
* p < .001

Results- Advantages Written
Permanent
“Written feedback seems to have this timeless quality because
the response is written in stone.”
Shorter
“Video feedback may be too long compared to the written.”
Accessible
“Written feedback is much more easily accessible. Therefore
reading it multiple times is not as onerous as listening/watching
would be.”

Results- Advantages Video
Personal
“It feels more personal – I really enjoyed it”
Tone
“There were subtleties in tone and expression that would not
have been otherwise understood”
Quantity
“I just felt that I was provided with a lot more feedback than
would be provided with written feedback”
Quality
“Video feedback does provide enhanced feedback on
assignments and allows the student to visually see where they
lost marks on assignments.”

Results- Teacher on Written
Diplomacy
Have to be careful in comments with adults
Generic
Can do copy and paste with written (not video)
Feedback more generic
Problems
Ask students to come see me when there are
problems (they don’t always come)

Results- Teacher on Video
Quality of Feedback
Gave much more feedback
Felt much more personal with student – would not have written this down
Felt more confident in giving accurate feedback, especially when the student had not done
as well
It was like a short “tutoring” period – could give mini-lessons
Technical
Concerned about quality of video at first
If had to redo, forgot what was said originally –started to use pause
Nervous about software – whether record was on at times
Distractions could be more of a problem
Would get tired and start slurring words
Has to be concerned with tone if tired
Still time consuming, tiring, but my hands did not hurt
File sizes were a problem at times

Conclusions
Students
More personal
More detail
Helped them learn more
Teacher
More personal
More detail
More precise
Technical challenges

Future Research - Resources
Future Research
More data is needed from both students and teachers
Open to partnership
Website
faculty.uoit.ca/kay/vf
Contact Information
robin.kay@uoit.ca