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This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.

It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and affective communication. However, research also suggests that despite its benefits, instructors and students might prefer text-based feedback. The following paper responds to research by Borup, West, and Thomas (Educ Technol Res Dev 63(2): 161–184. https://doi.org/10.1007/s11423-015-9367-8, 2015), describes the value of their research, how it can be applied, some limitations, and future areas of research in a time where colleges are shifting to digital.

The COVID-19 pandemic required instructors to rapidly redesign subject delivery for the online environment. In dealing with this emergency situation, instructors may have focused their energies primarily on transitioning learning and assessment activities to the online context rather than working to support the socioemotional aspects of learning, such as belonging and motivation. As a result, online classes may have lacked social presence, leaving students feeling unvalued and demotivated. Research findings by Borup, West, and Thomas (Educ Technol Res Dev 63(2):161–184, 2015) indicate that instructors may be able to support positive socioemotional outcomes for online students through the provision of video feedback comments. The purpose of this short response is to briefly review the work of Borup et al. (2015) and, in doing so, highlight three key design considerations relating to the creation and provision of video feedback comments in order to bolster socioemotional outcomes for online students. Limitations and implications for future research are also discussed, including cultural and inclusivity issues.

This article will introduce a new method that has been available in Poland since 2015, based on video recordings, for families with children up to 5 years of age - the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) (Juffer, Bakermans-Kranenburg, van IJzendoorn, 2008). The authors first discuss the current framework of development support psychology in Poland. Next, there is a review of methods based on video training. General information about the VIPP-SD intervention program is presented in the following part of the paper, focusing on international evidence-based studies supporting the effectiveness of the method. The need for a cultural adaptation and implementation of the VIPP-SD program in Poland is outlined.

Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents’ strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week’s schedules rather than relying on regularly scheduled meeting times with a coach.

Background Observation during clerkships is challenging for clinical supervisors. Using a video feedback system (VFS) to record consultations with a patient, facilitates asynchronous feedback. Within this system it is also possible to add annotations, linked to a timeline. Learners are facilitated to share both recordings and annotations with others, who can provide feedback at a self-selected moment. Methods A qualitative document analysis on the content of annotations from 23 medical students has been conducted to explore how they use the annotation option in a VFS during their first clerkship. Thematic analysis was chosen as an inductive strategy. Results Thirteen students opted to share their videos for feedback, while ten chose not to. The main themes were “content”, “labeling video fragments” and “responses to shared annotations”. Subthemes within the theme “Content” were ‘Typing’, ‘Empathy’, ‘Directing’ and ‘Communication and communications skills’. Students were critical of themselves, but tempered their feedback by mitigating language. Many students made concise notes to their recordings, without adding questions or interpretations. The provided feedback was carefully phrased and alternatives were formulated. Conclusion Students apply “feedback principles” as they have learned from prior training. Alternatives were carefully constructed. It seems they also assess themselves using short notes similar to items of assessments scales. Their tendency to temper their feedback and not always share the videos with others, may indicate the need for a safe learning environment, as a prerequisite for using a VFS. Considering the diligence in feedback provision and varied topics addressed, the use of a VFS seems to be a good way to provide asynchronous feedback on communication skills during clerkships, offering instructors increased observation opportunities and the chance to facilitate peer feedback.

How should learner analytics and different media be used to optimize feedback to increase students’ motivation and sense of learning community in online learning programs? This study was designed to examine the usage of feedback delivery methods (text only, video only, or both) and learner analytics (individual vs. class average) to answer the above question. Two consecutive surveys were administrated to the students of a series of online courses over four semesters which resulted in a sample of 96. Using this quasi-experimental design, we aimed to capture changes in students’ perceived feedback quality, motivation, and sense of learning community when different feedback delivery methods and learner analytics were introduced. The findings revealed that students who received both video and text feedback were least motivated and lowest in their sense of online learning community when compared with students who received just video or text feedback. No significant differences were found between students who received video or text feedback regarding motivation and their sense of learning community. The findings also showed that when sharing class average, students’ motivation decreased. This study provides insights into how instructors might use media and learner analytics when designing feedback to motivate and promote student learning in online learning programs.

BackgroundLaparoscopic skill acquisition involves a steep learning curve and laparoscopic suturing is an exceptionally challenging task. By improving the way feedback is given, trainees can learn these skills more effectively. This study aims to establish the most effective form of structured feedback on laparoscopic suturing skill acquisition in novices, by comparing the effects of expert verbal feedback, video review with expert feedback (video feedback), and video review with self-assessment.MethodsA prospective randomized blinded trial comparing verbal feedback, video feedback, and self-assessment. Novices in laparoscopic surgery were tasked with performing laparoscopic suturing with intracorporeal knot tying. Time was given for practice, and pre- and post-feedback assessments were undertaken. Suturing performance was measured using a task-specific checklist and global ratings. A post-study questionnaire was used to measure participant-perceived confidence, knowledge, and experience levels.ResultsFifty-one participants were randomized and allocated equally into the three groups. Performance in all three groups improved significantly from baseline. Video feedback had the largest improvement margin with checklist and global score improvements of 17.1% (± 9.9%) and 14.7% (± 9.3%), respectively. Performance improvements between groups were statistically significant in the global components (p = 0.004) but not the checklist components (p = 0.186). Global score improvement was significantly better in the video feedback group but was statistically insignificant between the self-assessment and verbal feedback groups. Questionnaire responses demonstrated positive results in confidence, knowledge, and experience levels, across all three study groups, with no differences between the groups (p > 0.05).ConclusionStructured video feedback facilitates reflection and self-directed learning, which improves the ability to develop proficiency in surgical skills. Combining both self-assessment and video feedback may be beneficial over verbal feedback alone due to the advantages of video review. These techniques should therefore be considered for implementation into surgical education curricula.

This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE=0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research.

Video-aided feedback (VF) is a well-evidenced intervention technique to enhance the relationship between a parent and their young child. While parental acceptability is foundational to engagement and intervention efficacy, the parent’s perspective is only now emerging as a valued consideration when evaluating VF-based interventions. This systematic review metasynthesised qualitative research on the experiences of primary caregivers with a young child (primarily 0–30 months) of participating in a VF parenting intervention. A search of nine databases yielded 17 studies (10 published since 2020) involving parents who had participated in range of VF-focussed programmes. Thematic synthesis identified six themes: (1) Getting past the fear and discomfort: Being ‘good enough’ and ‘doing the right thing’; (2) The power of video: “I had never really noticed that before‟ (with two subthemes: video as validation and for seeing child behavioural intentionality; video as an agent for change); (3) The practitioner’s skill and role in creating a safe space; (4) The approach was too intangible, inflexible, positive, unclear; (5) When the intervention is over: Positive change and generalisation; (6) Parental engagement and involvement: Barriers and enhancements. While most parents reported experiencing a range of interpersonal and intrapersonal benefits from taking part in a VF parenting intervention, having to overcome initial strong negative and uncomfortable feelings were an important part of the journey. Some parents could not see the value of the approach or did not perceive the intervention to meet their needs. Insights into parental experience are complementary to outcome-based evaluations. However, biased design (e.g., only one study included intervention non-completers) and variable study quality need addressing in future studies. Implications for practice are discussed.