Examining nontraditional graduate students' experiences with video feedback in a fully online course

This study examined the effects of feedback type and treatment order on nontraditional graduate students' perceptions of instructor-provided feedback in a fully online instructional design course. The graduate students were provided with video feedback and text feedback for four interconnected instructional design document assignments. A mixed design was utilized with feedback type as within-subjects factor and treatment order as between-subjects factor. Further, an inductive analysis approach with open coding was used to analyze the data from open-response items. The quantitative results demonstrated that the interaction between feedback type and treatment order was significant for perceived learning, feedback quality, presentation format, and engagement with feedback. The qualitative findings revealed that the students in both groups acknowledged the value of receiving video and text feedback, and identified several benefits and drawbacks of working with each feedback type. •Doctoral students favored the first type of feedback they received the most.•Text feedback was perceived as more efficient to access and work with.•Audio-visual cues in video feedback facilitated social presence.•Some aspects of video feedback (e.g., pointer) can be distracting for students.