Exploring Instructor Perceptions of Using Video-Based Feedback

Abstract

The use of video feedback in face-to-face, blended, and online learning classes has increased markedly since 2014. However, the use of this form of feedback is not well understood. In this study, we conducted a systematic literature review of how higher education instructors perceive video-based feedback. We analyzed 39 peer-reviewed articles from 2009 to 2019 and identified four themes related to creating videos, the quality of feedback, connecting with students, and sustaining the practice of offering video-based feedback. Overall, most instructors claimed that creating video feedback was relatively easy and time-efficient to create. However, some instructors faced specific challenges related to recording, unwieldy software tools, and feeling anxious when creating videos. Instructors also noted that videos provided more detailed, higher-quality feedback. Additionally, instructors remarked that video feedback increased personal connections with their students. Finally, research on the long-term sustainability of providing video-based feedback was mixed.