The face of feedback: Exploring the use of asynchronous video to deliver instructor feedback in multidisciplinary online courses.

摘要

The purpose of this qualitative, design-based research study was to design, implement, and explore the use of an asynchronous video feedback protocol in higher education online courses. Bannan's (2013) Integrative Learning Design Framework guided the design and implementation strategy for this study by dictating its three core phases; 1) Informed Exploration, 2) Enactment, and 3) Local Impact Evaluation. The video feedback intervention cycled through two design iterations to understand the experiences of the study participants and interpret the corresponding implications for instructional designers, teaching and learning practitioners and student success administrators.;The study gathered data using multiple methods including, a designer reflection journal, a practitioners pre-launch assessments, weekly reflections questionnaires, post-intervention debrief interviews and student reflections. To expand upon the existing body of research on technology-enhanced feedback provision in online courses, this study explored video feedback from the perspective of faculty members and instructors, with specific regard their perceptions and engagement with the selected video technology.;The findings revealed that an asynchronous video feedback protocol, designed to integrate Screen-cast-o-matic and Blackboard, captured a plausible solution to an authentic problem with instructor feedback. Using grounded theory, the findings were unpacked as they relate to student/instructor experiences and perceived learning gains. The study also drew upon its evidenced-based conclusions to summarize a recommended set of design principles that emerged in the research process. The first principle related to the design process, as a whole; The design process for an asynchronous feedback protocol is dynamic and revolves around a clear picture of the desired end, coupled with and systemic approach to progressing from concept to creation of a functional product. The second principle was associated with design decisions; The instinctive decision-making of the designer plays a defining role in bridging the gap between the intervention's technical needs and the stakeholder's functional desires. The third principle related to the universal application of asynchronous video feedback; With deliberate effort, asynchronous video feedback can be designed transcend specific topics or subject matters. The fourth principle addressed integrating asynchronous video feedback; The expectations of asynchronous video feedback users should be managed such that self-efficacy is cultivated prior to implementation.;This study revealed implications for several stakeholders in higher education including instructional designers, course developers, faculty, student success administrators and teaching and learning practitioners.;For instructional designers and course developers, the most striking implications of this study relate to the role of failure in design and the emergent design principles for an asynchronous video feedback intervention. For administrators in teaching and learning roles or those who work on student success, this study presents an innovative approach to narrowing the psychological distance that can characterizes technology mediated learning environments. It also positions video feedback as a potential strategy for streamlining the feedback provision practices of academic faculty. Finally, it sheds light on the importance of instructor visibility in the online environment and the impact that a more tangible connection with the instructor could have on student engagement.