Examining the impact of video feedback on instructor social presence in blended courses

This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor...

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Autores principales:	Jered Borup, Richard E. West, Rebecca Thomas, Charles R. Graham
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Blended learning online learning social presence feedback community higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b85529be07dd4014be9b20829e6cfa8b
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id	oai:doaj.org-article:b85529be07dd4014be9b20829e6cfa8b
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spelling	oai:doaj.org-article:b85529be07dd4014be9b20829e6cfa8b2021-12-02T18:03:24ZExamining the impact of video feedback on instructor social presence in blended courses10.19173/irrodl.v15i3.18211492-3831https://doaj.org/article/b85529be07dd4014be9b20829e6cfa8b2014-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1821https://doaj.org/toc/1492-3831 This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); t(178) = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found. Jered BorupRichard E. WestRebecca ThomasCharles R. GrahamAthabasca University PressarticleBlended learningonline learningsocial presencefeedbackcommunityhigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 3 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Blended learning online learning social presence feedback community higher education Special aspects of education LC8-6691
spellingShingle	Blended learning online learning social presence feedback community higher education Special aspects of education LC8-6691 Jered Borup Richard E. West Rebecca Thomas Charles R. Graham Examining the impact of video feedback on instructor social presence in blended courses
description	This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); t(178) = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.
format	article
author	Jered Borup Richard E. West Rebecca Thomas Charles R. Graham
author_facet	Jered Borup Richard E. West Rebecca Thomas Charles R. Graham
author_sort	Jered Borup
title	Examining the impact of video feedback on instructor social presence in blended courses
title_short	Examining the impact of video feedback on instructor social presence in blended courses
title_full	Examining the impact of video feedback on instructor social presence in blended courses
title_fullStr	Examining the impact of video feedback on instructor social presence in blended courses
title_full_unstemmed	Examining the impact of video feedback on instructor social presence in blended courses
title_sort	examining the impact of video feedback on instructor social presence in blended courses
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/b85529be07dd4014be9b20829e6cfa8b
work_keys_str_mv	AT jeredborup examiningtheimpactofvideofeedbackoninstructorsocialpresenceinblendedcourses AT richardewest examiningtheimpactofvideofeedbackoninstructorsocialpresenceinblendedcourses AT rebeccathomas examiningtheimpactofvideofeedbackoninstructorsocialpresenceinblendedcourses AT charlesrgraham examiningtheimpactofvideofeedbackoninstructorsocialpresenceinblendedcourses
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Examining the impact of video feedback on instructor social presence in blended courses

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