Borup, West, and Thomas (2015) study on text versus video communication for instructor feedback¶
Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 theoretical),q2· 0 of 1 report an effect size · 1 claim rests on one study
Description¶
A mixed-method research study comparing video feedback and text-based feedback in a blended learning course through the perceptions of student teachers and teacher educators. The study critically analyzed feedback "from the perspective of media richness theory" and identified "three elements: content and utility, timing and efficiency, and delivery and affective support". It examined how asynchronous text feedback capitalizes on asynchronous text communication and adds characteristics of verbal and non-verbal cues.
Design Implications¶
Context¶
Requirements¶
- Blended learning course context with student teachers and teacher educators
Constraints¶
Target Learners¶
- student teachers in blended courses
Learning Goals¶
- understanding instructor feedback
Claims¶
Related Designs¶
Examples¶
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Key Sources¶
- Istenič, A. (2021). Online learning under COVID-19: re-examining the prominence of video-based and text-based feedback. Education Tech Research Dev, 69, 117–121. https://doi.org/10.1007/s11423-021-09955-w
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
borup-2015-text-video-feedback-study |
title |
Borup, West, and Thomas (2015) study on text versus video communication for instructor feedback |
description |
A mixed-method research study comparing video feedback and text-based feedback in a blended learning course through the perceptions of student teachers and teacher educators. |
status |
review |
generated |
by process:settle-candidates on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — istenič-2021 |
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