Using Moore's (1993) theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to control for order effects. Student perceptions were measured via an open-ended survey instrument. Students found text-only feedback satisfactory, but they perceived text-plus-audiovisual feedback as more effective for interacting with the instructor, building community, and helping them learn. Students also described text-plus-audiovisual feedback as more "real" and "personal" than text-only feedback. Providing text-plus-audiovisual feedback took twice as long as providing text-only feedback, so it may not be feasible for large classes. Practical applications and suggestions for future research are discussed. (Contains 1 table and 1 figure.)