Exploring Student Perceptions of Audiovisual Feedback via Screencasting in Online Courses

Abstract

Abstract Using Moore's (1993) Moore, M. G. 1993. “Theory of transactional distance”. In Theoretical principles of distance education, Edited by: Keegan, D. 22–38. New York: Routledge. [Google Scholar] theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to control for order effects. Student perceptions were measured via an open-ended survey instrument. Students found text-only feedback satisfactory, but they perceived text-plus-audiovisual feedback as more effective for interacting with the instructor, building community, and helping them learn. Students also described text-plus-audiovisual feedback as more “real” and “personal” than text-only feedback. Providing text-plus-audiovisual feedback took twice as long as providing text-only feedback, so it may not be feasible for large classes. Practical applications and suggestions for future research are discussed.