This study explores the impact of multimodal feedback types on student experiences with asynchronous writing tutoring. Through analysis of survey responses from students who utilized Drop-Off Essay Review appointments at a small, private college, this study finds that the combination of written and video feedback enables students to better understand and engage with asynchronous feedback from their tutors. Findings indicate that most students prefer video feedback or a combination of video and written feedback, noting that the video feedback helps elaborate on the tutor’s written comments. Results also suggest that offering multiple feedback options may help writing centers reach a wider range of students, as participants expressed varying individual preferences for different feedback types. Furthermore, the asynchronous format appears to provide a more comfortable entry point into tutoring for some students. This study contributes to the limited research on multimodal feedback in asynchronous writing tutoring and highlights the importance of examining how combined feedback types impact student experiences. Keywords : asynchronous tutoring, multimodal feedback, writing centers, student engagement, inclusivity Asynchronous methods of tutoring, in which tutors and students provide and review feedback on their own schedule, have been increasingly introduced in many college and university writing centers. While asynchronous tutoring is not a new concept, such tutoring methods provide the opportunity for students to receive feedback on their writing without ever needing to meet with a tutor, which brought great value during the online times of Covid-19 and led to these methods becoming more widespread during and after Covid restrictions. Often, asynchronous feedback is received in a written format, though asynchronous tutoring can also utilize audio and video feedback from tutors. As a new tutor providing asynchronous feedback to students, I often noticed students would not review all forms of feedback provided to them; many would ignore the screencast video provided with their written feedback, and this brought forth the question: were both feedback methods necessary? This study aims to understand how multiple feedback types (written feedback, in which the reviewer uses forms of written communication such as imbedded comments, emails, or letters; audio feedback, in which the reviewer records their voice talking through their feedback; and video feedback, an expansion on audio feedback in which the reviewer provides a video both talking through and showing their feedback) impact student experiences with online writing tutoring when used in combination with one another. This article will first examine previous research on asynchronous feedback methods, looking at comparisons between asynchronous and in-person feedback, considering the specific pros and cons of asynchronous tutoring, and exploring the impact of written versus media feedback, before presenting data from a study that explores student experiences and perceptions of online, multimodal feedback. Overall, I argue that using multiple feedback types creates a valuable relationship between those methods, allowing students to better understand and address asynchronous feedback from their tutors. Previous research has compared asynchronous and face-to-face tutoring (where tutors and students meet at the same time to discuss that paper), finding that the online format can change various aspects within tutoring. In Bell’s study on 10 asynchronous sessions, she found that “tutors are not simply applying the tutoring techniques and strategies they use in in-person session in a new online setting, but they are adapting these tools and approaches” (2019). Buck et al.’s study investigating online tutoring comments also notes how an online setting impacts feedback, explaining that the asynchronous format “introduces many interpretations of the tone” which can shift how feedback is received (2021, p. 38). Separate pieces of research investigating the difference between in-person and online formats also comment on how this difference impacts the tutor-tutee relationship. Buck et al. explain that the “tutor and writer cannot have conversations setting the agenda for the upcoming session,” and that this lack of communication among each leads to a shift in focus between the two, with the tutor and tutee often maintaining different priorities (2021, p. 39). These researchers continue to explain that the lack of contact between the two results in the tutor being unable to adjust their tutoring style in ways that is often done within face-to-face sessions. As tutors are unable to see how students will respond to their feedback, they are unable to get to know their student as a writer in their session, which is often vital to adjusting tutoring feedback based on the writer’s abilities (Buck et al., 2021, p.  39). Bell also explores the tutor-tutee relationships in her research, noting that tutors often made more attempts to define roles between themselves and the student in their sessions in order to “define relationships in an asynchronous setting where participants are not both present to otherwise negotiate and establish roles” ( 2019). Bell also found that tutors adapted to the online setting by finding different approaches to keeping attention on the subject at hand. Within face-to-face tutoring, it is common for tutors to read papers aloud in order to stay on the same page as their tutees. Within Bell’s study, she found that asynchronous tutors utilized screencast videos as a visual prompt to draw attention to the section tutors focused on ( 2019) . Other findings on the shifts between in-person and asynchronous tutoring consist of the format itself. Breuch (2005) explains that the media within face-to-face tutoring remains consistent across sessions, with tutoring always occurring within a physical space and through speaking to one another. In online writing centers, however, there are numerous options to communicate, and communications can take place in a variety of formats such as email or Microsoft Word (p. 23). These differences between the tutoring methods can ultimately impact a student’s experience with writing tutoring. Various literature also demonstrates that many students prefer and value online options for tutoring specifically. A study conducted by Bell and others finds three common variables for why students opt for asynchronous appointments: time, physical space, and feedback. Students feel asynchronous options make “best use of what little time” they have available in their busy schedules, provide a space for those with distance to travel to reach the center or that is more comfortable for those not finding the physical center accommodating for their needs, and provide feedback types that students find favorable (Bell et al., 2021, pp. 6-7). Another study highlighting how many students appreciate online options for tutoring found that 40% of participants from asynchronous appointments said that they would only come for online tutoring, while 57% of in-person respondents said that they would only come for in-person tutoring (Barron et al., 2023 ). This fact highlights the value placed on each tutoring form by students and shows that despite the changes from in-person to online, both options are valued by different students. Aside from students’ preference for the option, online tutoring brings many advantages. As mentioned, previous research establishes the benefits of time, change in physical space, and feedback (Bell et al., 2021, pp. 7-6). Chewning (2015) also comments on the benefit of time in online tutoring, elaborating that such methods provide more freedom to students “particularly in terms of when contributions to the process can be made by either party,” allowing for both tutors and tutees to address the appointment when they are ready and able to (p. 59). Gallagher and Maxfield echo this sentiment, explaining that the online format allows for students to “take breaks and work on certain revisions” before revisiting feedback, allowing for students who might get overwhelmed from large portions of comments to review their tutor’s feedback at their own pace (2019). Another benefit brought from asynchronous tutoring is the permanence of the feedback. Gallagher and Maxfield (2019) explain, while students have to rely on memory and any potential notes taken in face-to-face tutoring to inform them while making revisions after an appointment, students in asynchronous appointments are left with written or multimodal artifacts to reference at any point when working on revisions. They further explain that such an artifact can be utilized by students “to build a personal library of supplemental material over time” (2019). Bell and others also discuss this advantage in their study, explaining that because feedback is given in a more permanent format through comments or videos, students are able to revisit this feedback whenever they desire (2021, p. 7). Finally, an interesting benefit brought from asynchronous tutoring methods is that such options provide the ability to reach new students, bringing an aspect of inclusivity that may be lacking from in-person opportunities. In a study that incorporated several new tutoring options onto their campus, including an asynchronous option that they refer to as Written Feedback, it was found that “the more traditional in-person modality was the only modality where a majority (54%) of writers identified as white (191 of 356 respondents)” which suggested that while white students opted for “traditional in-person tutoring,” non-white students tended to prefer non-traditional methods of tutoring (Barron et al., 2023 ). Thus, this study concluded that nontraditional tutoring such as asynchronous tutoring allowed the typical boundaries of the writing center to be stretched in order to reach students who wouldn’t utilize in-person options. A similar finding came in a study investigating why students choose asynchronous options, stating that “those using online tutoring services may do so because in-person writing center programming is not always easy to access and not always designed to be inclusive” (Bell et al., 2021, p. 8). Thus, various research indicates that asynchronous and online tutoring reaches new audiences, often including students within marginalized groups, who might not feel comfortable visiting the physical writing center. There are also various findings displaying the disadvantages of asynchronous or online tutoring. For instance, Chewning (2015) explains in his findings through implementing online tutoring in his institution that there is value from in-person tutoring that simply cannot be recreated through online tutoring without proper resources which come with financial cost and the need for more staff or training. Due to this need, he states that a hybrid approach where writing centers offer a mixture of synchronous and asynchronous tutoring options, rather than solely replacing face-to-face tutoring with online options, would be more effective for institutions like his that are unable to provide the necessary funding and staffing (p. 61). Breuch (2005) discusses how the frustration people have with online writing centers stems from expecting these online options to function the same as in-person tutoring, but online writing centers need to have their own approach and adapt to the online format in order to be best suited for their format (p. 32). Chewning (2015) discusses how personal preference also means that some writers or even professors may be more receptive to face-to-face tutoring over online options (p. 59). Other research establishes, however, that there is a lot of preference for online formats. A study conducted by Wolfe and Griffin (2012) found that “87% of student writers who participated in an online session either preferred the online environment or had no environment preference” (p. 81). Satisfaction with feedback was also analyzed, and the study “found no significant differences in our expert raters’ perception of the instructional quality of the sessions; moreover, participants were equally satisfied with the consultations regardless of environment” (p. 83). Research on the use of different feedback methods is also crucial to understanding how asynchronous tutoring works. While there has been investigation of the use of video feedback within instructors’ feedback to students for over 10 years, only in recent years have there been writing center-specific research about asynchronous videos. Despite this drawback, findings from outside of the writing center can still inform how writers interact with different feedback types. Research on written feedback is wide with many interesting results. First, there are various ways that written feedback can be provided. Gallagher and Maxfield (2019) discuss how asynchronous feedback delivers writing in the format of advice letters, which differs from the common practice of utilizing embedded comments in student papers. These researchers explain how this format “still allows the tutor to address very specific passages, just as embedded comments do, by copying and pasting them into the advice and making them an integrated part of a more global discussion,” allowing the written feedback to focus on larger portions of the text more easily than is done when embedding comments, which focus on a specific section of the paper. Another study incorporated a pilot program testing different online tutoring options. In this study, both email and message board tutorials were utilized as written feedback forms, and it was found that message board tutorials were more effective for this institution (Chewning, 2015, pp. 60-61). As marginal or embedded comments are a more common form of written feedback, however, most research focuses on this type. A study on the effectiveness of online tutoring (ETutoring) comments found that this feedback type results in effective revision from students, explaining that “student revision in response to tutor commentary is typically of a high quality” (Buck et al., 2021, p. 38). A study utilizing Microsoft Word to make marginal comments as a form of written feedback to students in the classroom found that this feedback type tends not to be perceived as conversational by students, even if the instructor makes specific attempts for feedback to be worded conversationally (Silva, 2012). In discussing audio feedback, many researchers point out the humanity that this feedback type brings to the table. Gallagher and Maxfield (2019) comment that “A student then knows from page one that the work submitted was reviewed by another person, that a human being has invested time and energy in the student’s success.” This sentiment is echoed within studies done in the classroom setting, in which students comment that their instructor’s video feedback “added a more personal touch” and that “it was fun to put a voice with a name” (Cavanaugh & Song, 2014, p. 126). Research on video feedback specifically, rather than simply audio feedback, finds that “Satisfaction with online asynchronous screencast tutoring was readily visible throughout the data, but the importance of offering other tutoring options was also clear” (Bell et al., 2021, p. 8). In her own study, Bell (2019) also analyzes how screencast videos impacts tutor feedback, explaining that “tutors rarely relied on a single technique or strategy” while creating their video feedback, and that “In addition to providing feedback, tutors appeared to use multiple tutoring strategies and techniques to encourage audience awareness, reflection, and critical thinking, encouraging and engaging writers in the learning process.” Furthermore, in video format, it is found that the combination of visual and auditory feedback provides opportunities for focus on larger concerns while still providing the opportunity to point out specific portions of text (Silva), similarly to how embedded or marginal comments function. Cavanaugh and Song’s (2014) research also noted some comparisons between the two feedback types. They explain, “Students in the study noted that the instructor’s tone was quite favorable when receiving audio comments. They found this in contrast to the tone communicated in written format” (p. 126). Their research also highlighted another difference between the two feedback types in which the focus of feedback provided shifted depending on the feedback type. Within written feedback, it was found that professors often focused on micro-level issues such as grammar and mechanics, while audio feedback typically focused on macro-level issues such as organization and overall topic of the paper (pp. 126-127). This finding was echoed within Silva’s (2012) research in which she explains that written feedback drew attention to specific sections of the paper such as specific words or sentences, while video feedback “afforded detailed discussion of macro level issues.” Students further noted that written feedback tended to be more specific, but audio feedback often was more detailed in providing examples (Cavanaugh & Song, 2014, pp. 127-128). In discussion of these findings, the researchers suggest that audio feedback provides a more similar experience to face-to-face instruction, which is echoed by some students’ opinions on how the audio feedback was more engaging in maintaining attention similar to when in the classroom (Cavanaugh & Song, 2014, pp. 128-129). Buck and others (2021) comment on similar findings as it pertains to written feedback, finding that students often utilized written comments from their tutors “to make the most formal revisions, such as changes in spelling, punctuation, and usage” (p. 38). In fact, this study finds that even when tutors do focus on macro-level issues in their written feedback, students “do not respond to those comments most frequently,” and instead opt to focus on micro-level issues (p. 38). Student preferences for feedback types tended to differ, with these studies by Silva, and Cavanaugh and Song highlighting the importance of both options. Both studies show that students found written feedback to be valuable for the revision process but enjoyed the more personal mode of feedback within the video or audio feedback (Silva, 2012; Cavanaugh & Song, 2014, pp. 127-129). In the case of Silva’s research, the students who participated requested that their professor utilize a “hybrid approach” of the differing feedback types at the end of the study. While the research above highlights many findings on asynchronous tutoring, this study intends to fill the gap in research on multimodal feedback methods within asynchronous writing tutoring. This study emphasizes the importance of how student experiences may change depending on various feedback types, particularly when one type of feedback is used in combination with another type. While previous research focuses on the impacts of separate feedback types, often not within a tutoring setting, this study investigates how a structure containing multiple feedback methods enables students to engage with their writing feedback in a tutoring setting. At a small, private, comprehensive college in the Mid-Atlantic, Drop-Off Essay Review (Drop-Off) was introduced to the Writing Center in the fall of 2019 to implement asynchronous tutoring alongside in-person and Zoom options. Students are able to sign up their paper, prompt, and rubric through an online submission form for a Drop-Off appointment and receive feedback from a writing tutor by 9 pm the same day as their appointment. Drop-Off utilizes three main forms of feedback: marginal comments left directly on the student’s paper, a cover page attached to the top of the student’s paper, and a screencast video made through Vidgrid provided through a link in the cover page. Tutors are provided instructions for conducting Drop-Off appointments. Such guidelines include leaving feedback that address higher-order concerns such as organization and local concerns such as grammar and mechanics feedback where appropriate. These guidelines also instruct tutors to utilize their recordings to either summarize or explain the feedback they provide through comments and the cover page summary. Finally, tutor instructions for Drop-Off are to spend up to 60 minutes on each appointment without going over this time limit. The cover page summary portion of feedback includes various pieces of information for students to review. First, the rubric provides a section for the tutor to greet the student and introduce themself by name. The next section of the cover page provides a link to the video summary or explanation that the tutor created, while the third section is optional for tutors to utilize whenever additional disclaimers are needed. A notable disclaimer is one warning the student that the tutor did not receive the assignment instructions, and, as such, was not able to ensure that the paper met all requirements; however, multiple disclaimers exist for tutors to utilize (Fig. 1). The rest of the cover page provides the assignment requirements and tells the student which requirements were met, provided that the student attached instructions to their appointment, and gives the three priorities that the tutor focused on when providing feedback. Then, the cover page provides sections for the tutor to point out what the student did well in their paper and what they could change to improve upon their paper. To view the full Drop-Off cover page and its contents, see Appendix A.