Personalized Video Feedback in First-Year Writing: A Scalable Practice for Online Student Engagement

Abstract

This practice report explores the use of personalized video feedback to enhance student engagement, motivation, and persistence in asynchronous first-year writing courses. Implemented across four sections of a fully online composition course, the initiative combined standard written comments with short, individualized video responses using easily accessible tools. While grade outcomes remained relatively stable, submission rates improved and student responses—collected informally via LMS and email—suggested strong affective benefits, including increased clarity, confidence, and a sense of connection with the instructor. This report outlines the context and rationale for the practice, details its implementation, and highlights four emergent themes from student reflections. It also addresses practical constraints, including time investment and scalability, and offers recommendations for instructors seeking to humanize their feedback processes. Personalized video feedback is presented not as a comprehensive solution but as a replicable, human-centered strategy for supporting student success in digital learning environments.