Addressing students’ emotional needs during the COVID-19 pandemic a perspective on text versus video feedback in online environments

• Published in: Educational technology research and development Vol. 69; no. 1; pp. 133 - 136
• Main Author: Kaplan-Rakowski, Regina
• Format: Journal Article
• Language: English
• Published: New York Springer Science + Business Media 01.02.2021; Springer US; Springer; Springer Nature B.V
• Subjects: Asynchronous Communication; Blended learning; Computer Graphics; Computer Mediated Communication; Conflict of Interest; Coronaviruses; COVID-19; Depression (Psychology); Distance Education; Distance learning; Education; Educational Technology; Electronic Learning; Feedback; Formative Evaluation; Health aspects; Influence of Technology; Learner Engagement; Learning and Instruction; Online Courses; Online education; Online instruction; Pandemics; Periodicals; Posttraumatic Stress Disorder; Research and Development; Social & emotional learning; Social Isolation; Student Surveys; Students; Synchronous Communication; Teacher Education; Teachers; Video Technology; Video versus Text Feedback; Wellness; Video feedback; COVID-19; Online environments; Online and blended learning; Wellness; Emotional learning; Text feedback
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-020-09897-9

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.