Using Audio and Video Feedback to Increase Instructor Presence in Asynchronous Online Courses

Using Audio and Video Feedback to Increase Instructor Presence in Asynchronous Online Courses

Larisa Olesova (George Mason University, USA) and Jered Borup (George Mason University, USA)
Copyright: © 2016 |Pages: 17
DOI: 10.4018/978-1-4666-9995-3.ch012
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Abstract

Due to a growing number of online courses and programs, educators' interest in using audio and video feedback in asynchronous online environment has increased. Studies have found evidence that the use of audio and video feedback in asynchronous online courses can increase instructor presence and enhance online community interactions. The purpose of this chapter is to share research findings on audio and video feedback and to overview qualities of effective feedback. The chapter also presents potential benefits and limitations of audio and video feedback in online environments. Researchers and practitioners interested in implementing both types of feedback in online courses will find solutions, recommendations and possible future research directions.
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Background

Anderson (2009) explained that “Distance education has always been to a great degree determined by the technologies of the day…As these technologies have developed, distance education has evolved in parallel to support new forms of interaction, pedagogy and support services” (p. 111). In the early 20th century, distance education courses focused on learner-content interactions and had little personalized human-to-human interactions. Typically learning materials were mailed to students who then completed the work with little to no formative feedback and then mailed the completed work back for it to be assessed by a content expert (Clark, 2007). As communication technology improved, instructors were able to personally communicate with students via the phone. However, phone calls were logistically difficult to coordinate because it required the instructor and student to arrange a common time to talk, often across time zones (Kirschner, van den Brink, & Meester, 1991). As a result, some instructors attempted to simplify the process by mailing students audiotaped feedback on student papers that need more complex response (Harris, 1970; Tanner, 1964).

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