Screencast Feedback Instruction (and its Influence to
Provide Quality Feedback in the Online Classroom)
Provide Quality Feedback in the Online Classroom)
Effi Karakaidos
Western Governors University
Western Governors University
November 30, 2021
Abstract
The purpose of this study was to investigate the impact of a professional development about
screencast/video feedback on online instructors’ perceptions of quality feedback. Online
instructors often struggle with ways to provide effective quality feedback for their students and
establishing a sense of community, connection, belonging and being valued in asynchronous
online classrooms. This problem has grown more acute during the COVID-19 pandemic as many
instructors were moved to online teaching, often inexperienced. This non-experimental,
quantitative action research study was executed by a fifteen-year veteran of online teaching. Effi
Karakaidos formulated a one-day professional development about screencast feedback, including
instruction about easy to use and cost effective softwares and strategies to implement
screencasting usage for quality feedback in online classrooms. A Likert Scale survey measuring
agreement levels of participants about screencasting proficiency, projected usage, and
effectiveness compared with written feedback was completed before and after the instructional
intervention. The results indicated positive shifts for each survey item and participant after
completion of the workshop. The mean gain per participant was 8 points of 52 maximum points
(from 39 to 47 points) and the survey statements demonstrated an average gain of .62 points on a
4-point scale (from 2.98 to 3.6). The study found that given guidance, resources, strategies and
motivation to expand upon traditional online feedback, that instructors are more confident about
their abilities and more inclined to use alternative feedback methods. Further study is needed to
measure student receptibility to screencast feedback and its effect on learning outcomes.
screencast/video feedback on online instructors’ perceptions of quality feedback. Online
instructors often struggle with ways to provide effective quality feedback for their students and
establishing a sense of community, connection, belonging and being valued in asynchronous
online classrooms. This problem has grown more acute during the COVID-19 pandemic as many
instructors were moved to online teaching, often inexperienced. This non-experimental,
quantitative action research study was executed by a fifteen-year veteran of online teaching. Effi
Karakaidos formulated a one-day professional development about screencast feedback, including
instruction about easy to use and cost effective softwares and strategies to implement
screencasting usage for quality feedback in online classrooms. A Likert Scale survey measuring
agreement levels of participants about screencasting proficiency, projected usage, and
effectiveness compared with written feedback was completed before and after the instructional
intervention. The results indicated positive shifts for each survey item and participant after
completion of the workshop. The mean gain per participant was 8 points of 52 maximum points
(from 39 to 47 points) and the survey statements demonstrated an average gain of .62 points on a
4-point scale (from 2.98 to 3.6). The study found that given guidance, resources, strategies and
motivation to expand upon traditional online feedback, that instructors are more confident about
their abilities and more inclined to use alternative feedback methods. Further study is needed to
measure student receptibility to screencast feedback and its effect on learning outcomes.