This study examined the effects of feedback type and treatment order on nontraditional graduate students' perceptions of instructor-provided feedback in a fully online instructional design course. The graduate students were provided with video feedback and text feedback for four interconnected instructional design document assignments. A mixed design was utilized with feedback type as within-subjects factor and treatment order as between-subjects factor. Further, an inductive analysis approach with open coding was used to analyze the data from open-response items. The quantitative results demonstrated that the interaction between feedback type and treatment order was significant for perceived learning, feedback quality, presentation format, and engagement with feedback. The qualitative findings revealed that the students in both groups acknowledged the value of receiving video and text feedback, and identified several benefits and drawbacks of working with each feedback type.

本研究调查了反馈类型和治疗顺序对非传统研究生在完全在线的教学设计课程中对教师提供的反馈的看法的影响。为研究生提供了四个相互关联的教学设计文档作业的视频反馈和文本反馈。采用混合设计，反馈类型作为受试者内因素，治疗顺序作为受试者间因素。此外，使用开放编码的归纳分析方法来分析来自开放响应项目的数据。定量结果表明，反馈类型和治疗顺序之间的相互作用对于感知学习、反馈质量、演示格式和参与反馈具有重要意义。