Abstract:

Effective, timely feedback is a critical part of learning and can increase understanding and future learning performance. The standard format of feedback in digital environments is text-based, however, the use of video-based feedback has risen recently, particularly in online environments. The viability, sustainability and effectiveness of video feedback are not well understood. The purpose of the current study, then, was to conduct a systematic literature review of research on the use of video-based feedback in higher education from 2009-2019. Sixty-seven peer-reviewed articles, selected from a systematic search of electronic databases, were organized and examined through the lenses of Diffusion of Innovation and Community of Inquiry theory. Three key themes emerged: instructor perspective, student perceptive, and learning outcomes. Instructors reported that video feedback was easy to use and efficient, resulting in better quality feedback and increased social and cognitive presence. It is worthwhile noting that even though instructors preferred giving video feedback, a significant number did not use it again. Students preferred video over text-based feedback noting that it was more detailed, more precise, richer and increased higher-order thinking and future improvement. They also reported that this type of feedback increased social and cognitive presence. Students cited accessibility, the linear nature of feedback, and the evocation of negative emotions as adverse effects of receiving video feedback. Learning outcomes of using video-based feedback were positive, leading to increases in the quality of thesis statements, structure, and supporting evidence provided by students. Finally, the educational implications of this study and future research opportunities are discussed.

Keywords:

Video-feedback, online learning, literature review, feedback, higher education.