key: cord-0860704-90f5rk4j authors: Howard, Nicol R. title: “How Did I Do?”: Giving learners effective and affective feedback date: 2020-11-11 journal: Educ Technol Res Dev DOI: 10.1007/s11423-020-09874-2 sha: 657f8bbb86f672106279b8c6742e7c158778f3be doc_id: 860704 cord_uid: 90f5rk4j Borup et al. (Educ Technol Res Dev 63: 161–184. 10.1007/s11423-015-9367-8, 2015) examined teacher candidate and instructor perceptions of feedback in blended learning environments. Their work juxtaposed two different modalities of learning and feedback; it serves as a critical anchor to support future efforts to ensure students and instructors are engaged in an efficient feedback experience that offers affective benefits in digital learning spaces. In this article, I offer applicable feedback delivery strategies for educators as an extension of Borup et al.’s work. learning environments. Instruction was delivered predominantly online with occasional face-to-face class meetings. Borup et al. juxtaposed two different modalities feedback (text-based and video-based) to ensure students and instructors were engaged in an efficient feedback experience. It is important to note that the work of Borup et al., like other researchers (e.g., Ketchum, LaFave, Yeats, Phompheng, & Hardy, 2020; Istenič Starčič & Lebeničnik, 2020; Seckman, 2018; West & Turner, 2016) has given attention to student and instructor experiences and preferences. In response, I will offer guidance on applicable feedback strategies for educator-use based upon assignment type (e.g., literature review, performance tasks). Borup et al. indicated that students expect feedback to be respectful and supportive in nature. Additionally, they found that consistency, specificity, and usefulness of the feedback are essential to learners. Constructing quality feedback can present challenges for educators. Regardless, feedback is imperative and subsequently researchers have suggested that the use of a combination of both text-based and video-based delivery is known to be more effective in promoting substantive revision and improvement in students' work, especially on written assignments (Grigoryan, 2017a) . Additionally, researchers have indicated that video-based feedback may have a larger impact on students' perceptions of their instructor's social presence (Ketchum et al., 2020; Thomas, West, & Borup, 2017; West & Turner, 2016) . When shifting to digital, educators should prioritize the delivery of effective and affective forms of feedback. Educators may consider conducting an informal survey that directly asks learners about their feedback preferences; however, Grigoryan (2017a) emphasized the value of multimodal feedback. Utilizing both forms of feedback allows educators to combine the specificity of text-based feedback (effective) with the relational aspect of video-based feedback (affective) in the same course. For example, text-based feedback can be offered on written assignments and video-based feedback on class projects or as discussion post responses either in an LMS or on a digital platform such as FlipGrid. Text-based delivery is a commonly used format that offers educators an opportunity to give feedback in a concise manner. Since Borup et al. suggested that learners perceive feedback in written form as easy to access and view, educators should offer this feedback delivery especially when shifting to online learning environments. Text-based feedback is familiar to learners; it is accessible from a range of devices and can be read on the go without concerns about people hearing the feedback from an instructor, like in video-based feedback. There are affective benefits to video-based feedback that can support learners. Although video-based feedback can require greater WiFi bandwidth, Borup et al. determined that learners appreciate how well and clear instructors can elaborate and support in video-based feedback. Like text-based feedback, educators can offer video-based feedback that is personalized and supportive while increasing the likelihood of building relationships with learners (Grigoryan, 2017b; Ketchum et al., 2020) . This is especially important when shifting to digital, whereby learners and educators no longer have the benefit of face-to-face conversational exchanges. Based on Borup et al. and subsequent research referenced above, I contend that effective text-based and video-based feedback strategies for educators should include the following: (1) Specific, positive, and personalized feedback; (2) Clear guidance on items that need correction; and, (3) Supportive and/or formative feedback. Table 1 offers guidance on these feedback strategies for written and performance tasks. Each example could be offered to a learner as text-based feedback (effective) or in the form of video-based feedback (affective). In addition to offering effective (through text-based methods) and affective (through videobased methods) feedback during shifts to digital, it is imperative that educators offer consistent, timely, and frequent feedback to learners. Additionally, learners should be offered opportunities to utilize both text-based and video-based methods for peer feedback (van Popta, Kral, Camp, Martens, & Simons, 2017) . Optimizing feedback from educator to learner and learner to learner serves to benefit the relationship building in online learning environments; it also increases students' motivation and builds a stronger sense of community in the classroom (Li, Wong, Yang, & Bell, 2020) . There are no potential conflicts of interest. This research does not involve human participants and/or animals, not does it require informed consent. A rose by any other name: Still distance education-A response to D. R. 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Howard, PhD is an assistant professor in the Department of Teaching and Learning and co-director of the Race in Education Analytics Learning (REAL) Lab in the School of Education at the University of Redlands. Her life experiences related to math and technology inform her research foci on STEM and computer science equity for Black girls, teacher education, and the equitable uses of technology in K-16 classrooms. Dr. Howard has publications in journals, such as Urban Education, Teachers College Record, and Technology, Knowledge and Learning, as well as four co-authored books. She is also the co-founder and co-editor of the Journal of Computer Science Integration.