"It's Not Like He Was Being a Robot:" Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework

Abstract

Although much research has explored the impact writing feedback has on student learning, it has primarily focused on undergraduate coursework offered in traditional face-to-face settings. This work explores student perceptions of writing feedback they received in an online graduate-level research methods course. Using a seven-point framework based on undergraduate writing feedback literature, students received feedback on a semester-long research proposal writing project. We explored student perceptions of the feedback they received in both written and video formats. Interviews were conducted with participants in both studies to understand their perceptions of the feedback they received. Students perceived the feedback and revision process as being constructive, positively impacting their content knowledge about the research process, and as facilitating their growth as writers for research. Most participants preferred the video-based feedback they received. This was found to impact the relationship students formed with the instructor in the course and support student growth as writers for research.