Author:
Borup Jered,West Richard E.,Thomas Rebecca,Graham Charles R.
Abstract
<p>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 <em>t</em>-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (<em>M</em> = 5.77, <em>SD</em> = 0.85) and those who received text (<em>M</em> = 5.62, <em>SD</em> = 0.75); <em>t</em>(178) = 1.23, <em>p</em> = 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.</p>
Publisher
Athabasca University Press
Cited by
45 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献