This study examined student perceptions of screencast feedback and their learning behaviors following screencast feedback in an online graduate course. While there is widespread research on instructor feedback, there is far less literature focusing on video-based feedback and self-regulatory behavior within a Caribbean online learning environment. This case study addressed this gap by examining twelve management students' perceptions of screencast feedback on their online learning experience. Data were collected using visual documentation, student interviews and focus groups. The results suggest that students have positive perceptions of video-based feedback in adding value to the online learning experience. Emergent themes placed most value on the potential improved intimacy, communication, and timeliness of screencast feedback. The findings also corroborate preliminary research about the role video-based feedback plays in fostering self-regulated learning (SRL). This has implications for the design and development of instructor feedback to include video-based cues and feedback messages that promote SRL.