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.

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent sample t tests found no significant difference in perceptions of feedback quality and delivery between students who received video feedback and those who received text. End-of-semester student and instructor interviews identified several differences in the instructors' feedback methods when they were communicating with text as compared to video. In general, students and instructors found that the affordances of text enabled more efficient and organized feedback, while the affordances of video encouraged more supportive and conversational communication. Analysis of actual feedback comments found video comments were longer and more supportive, while text feedback contained more specific critiques. When rating types of feedback, both students and instructors valued the efficiency of text over the more affective benefits of video. The article concludes with possible implications for future research and recommendations for practice that draw on the potential benefits of both feedback forms.

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Next-generation genetic sequencing (NGS) technologies facilitate the screening of multiple genes linked to neurodegenerative dementia, but there is little guidance available about their use in clinical practice. Guidelines on which patients would most profit from testing, and information on the likelihood of discovery of a causal variant in a clinical syndrome, are conspicuously absent from the literature, mostly for a lack of large-scale studies. We applied a validated NGS dementia panel to 3241 patients with dementia and healthy aged controls; 13,152 variants were classified by likelihood of pathogenicity. We identified 354 deleterious variants (DV, 12.6% of patients); 39 were novel DVs. Age at clinical onset, clinical syndrome and family history each strongly predict the likelihood of finding a DV, but healthcare setting and gender did not. DVs were frequently found in genes not usually associated with the clinical syndrome. Patients recruited from primary referral centres were compared to those seen at higher-level research centres and a national clinical neurogenetic laboratory; rates of discovery were comparable, making selection bias unlikely and the results generalizable to clinical practice. We estimated penetrance of DVs using large-scale online genomic population databases and found 71 with evidence of reduced penetrance. Two DVs in the same patient were found more frequently than expected. These publicly-available data should provide a basis for informed counselling and clinical decision making.

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