Typically, students are used to receiving text-based feedback on their work. However, as teaching and learning practices continue to expand into digital and technology-enhanced spaces, so too do possibilities for multimodal types of feedback.
Framed within the existing literature on feedback literacy and specifically that relating to audio and video feedback (Henderson & Phillips, 2015; Mahoney, Macfarlane, & Ajjawi, 2018), this lightning talk will explore the results of a scholarship of teaching and learning (SoTL) research study that sought to understand the effects of video feedback on feedback literacy and engagement. During the 2019-20 academic year, I recorded nearly 800 videos in order to provide the pre-service teacher education students in my Digital Technology and Social Media Applications course with feedback solely in video format. At the conclusion of the course, students were invited to complete a qualitative electronic survey. Results identified a lack of prior experience with video feedback, and yet unanimous agreement that the video feedback was more useful than previous non-video feedback. All participants (n=12) said that in their future K-12 teaching, they would be “somewhat likely” or “very likely” to use video feedback. Interestingly, they also identified specific details about their development of feedback literacy as a result of receiving video feedback.
On the other hand, implementing video feedback affects the instructor greatly. I will round out this session with reflections from my teaching journal on the process of giving video feedback. For instance, there were aspects to giving feedback that were unsustainable, such as the time commitment, and others that were truly rewarding (greater attention to individual student work). The lasting message from this study is that video feedback, like any type of feedback, should be deliberate, timely, ongoing, and specific (Carless & Boud, 2018).