Distance education is an accepted delivery option for education at all levels today. In this environment, education is delivered via one of many course management platforms (CMP), which support a variety of technologies. This provides a great opportunity to apply and test the various facets of Media Richness Theory. This paper describes the result of an experiment where instructor feedback to graduate students was done via Word documents (written) and .mp3 files (verbal). While research shows students have a preference for getting feedback via podcasts and other verbal means, the students in this study overwhelmingly favored the written feedback. However, the main results come from the qualitative answers given by the respondents. Reasons for this and implications for CMPs are discussed.