As the focus on optimizing the learning experience within online courses has sharpened, the features of Learning Management Systems (LMS) have evolved to allow for more multimodal instruction. While these features have become more sophisticated, there is still much to learn about how to best integrate them into the teaching and learning process, especially within introductory general education courses that often serve as a barrier to student success. The option to seamlessly integrate video into areas of the online classroom has become a standard feature, but how can faculty best leverage video tools? By using video both as an instructional resource and as a connection point, faculty can create a rich presence in the online classroom. While video is often used for announcements, introductions, or content clarification, it is also gaining popularity as a modality for providing grading feedback. It is also critical for distance learning administrators to understand how to best support the implementation of multimodal feedback approaches. This study explores one specific aspect of integrating video by examining student perceptions of faculty using video feedback within an online introductory writing course.