In the end I found my proposed solution to be of mixed results. It definitely had a good response with the students that participated. The participants were uniformly much more excited about any sort of feedback than the default. From the survey results they also did feel more connected to myself as the instructor for having feedback that was more ‘personal’. On the flip side though, one of the short comings of the project was the fact that there was no way to get everyone involved. The participants that volunteered were for the greater percentage, more likely to be better students. A more objective result would have been to go ahead and do the alternative feedback for all of the class, and see if the students that did not volunteer saw grade improvement on the material.
I feel that in some aspects my efforts were a success. There were, as a whole positive response from all participants to multimedia feedback Interestingly, the preferred method did swing between the completely audio based, and the video based from the first cycle to the second cycle.
Both formats of multimedia feedback helped students feel more connected to the instructor, specifically in the audio format rather than video alone. In the second cycle I addressed specific questions to see if the participants felt that the format change in grading feedback improved the quality of the work. Eighty percent of the second cycle students felt their preferred format of feedback helped them improve in later activities. That preferred feedback was broken down as is reported in each cycle.
The literature review does support several of my points, notably Chih-Yan Sun, & Rueda (2012) acknowledgement that brain based learning ties into different stimuli that students themselves might respond more effectively to differing formats. The changes allowing student to engage more effectively. Bringing in the personal aspect, utilizing my image and voice ties into Sherer & Shea (2009). They brought forward the distance and isolation problems with distance learners and their instructor and how increased communication and personalization helps the students involvement and fosters engagement.
I think there is a clear connection between identification with the instructor and the format of the feedback. The importance of tone and variety made a big difference to the students. I would like to continue this research by widening the number of students getting the multimedia format but also making more of the effort to increase the identification with the instructor in the feedback to increase that connection between students and teacher.