RESUMO
Historically, online instructors have primarily, if not solely, used asynchronous text-based communication to interact and communicate with students in online courses. However, despite this use, online instructors and students have expressed concerns and limitations with asynchronous communication. Research suggests that synchronous communication technology may address some of the limitations of asynchronous communication. Further, advances in synchronous video-based communication technology make it easier than ever to incorporate synchronous communication technology into online courses. However, comparatively, little is known about online instructors' experiences and perceptions of using synchronous communication technologies in online courses and how they think they can help with community development. The purpose of this study was to explore instructors' experiences and perceptions of synchronous communication technology. Thematic analysis of semi-structured interviews with 18 online instructors resulted in the following themes: (a) instructors use synchronous communication technology in multiple and various ways in online courses; (b) the perceived benefits of real-time visual communication outweigh the drawbacks identified; (c) the benefits of nonverbal communication depend on situational factors and how synchronous features are used; (d) productive and meaningful interaction requires intentional yet flexible facilitation during synchronous sessions; (e) synchronous sessions can provide a place for community to build and grow but they are not required for community development. Altogether, findings suggest that real-time visual communication may aid in community building in online courses but that its effectiveness depends on several situational factors, and that synchronous lecturing may be less conducive to developing classroom community in online courses. Results and future research directions are discussed.
RESUMO
Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.
