This exploratory study uses qualitative and quantitative data to analyze instructor experiences in adding video feedback to written notes in online courses. This study asks if instructors will feel more "connected" in video feedback courses, report increased workloads, and see an improvement in their performance evaluations in video feedback courses. The results reveal video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The study concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.