A Closer Look at Instructor-Student Feedback Online: A Case Study Analysis of the Types and Frequency (original) (raw)
Related papers
2016
Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the assessment is performed by the instructor, not by a peer. Additionally, in introductory or basically procedural courses, there is often a need for instructor feedback, as opposed to peer-feedback, as it demands high quality feedback both in the content and in the process in order not to mislead students. Therefore personalized feedback provided by instructor is an academic demand in the current educational models that have positioned the student at the center of the learning process. However in the present context of high student-staff ratio, it is not easy to extend the use of individual comments delivered by instructors among the academi...
Feedback in Online Courses: An Essential Instructional Practice
2021
As institutions of higher education turn more to online and remote learning, the ability of faculty to provide actionable feedback to students remains a critical responsibility of effective instructors. Based on a review of research on the significance of feedback to student learning and a review of online courses over the past several semesters, it was determined that there are significant differences in the timeliness, methods, frequency, and quality of feedback given to students. The variability noted can alter the impact on student learning. Based on their experience as online instructors the writers suggest best practices for providing feedback that that have proven successful in practice
Abstract Within the constructivist framework of online distance education the feedback process is considered a key element in teachers’ roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identify the presence of feedback according to the regulation of learning required; characterise this feedback according to content (i.e. the meaning of feedback); and, finally, to explore possible relationships between feedback and the results of the teaching and learning process (i.e. students’ satisfaction and final grades). The results for a sample of 186 students, taking nine courses at the Open University of Catalonia, are discussed in the light of feedback, which is considered a central element in university teaching practice in online environments. We conclude that, in general, the presence of feedback is associated with improved levels of performance and higher levels of satisfaction with the general running of the course.
Effective Instructor Feedback: Perceptions of Online Graduate Students
The Journal of Educators Online, 2009
This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students' perceptions of the content of effective instructor feedback ("what should be included in effective feedback?") and the process of effective instructor feedback ("how should effective feedback be provided?"). The participants were students completing health-related graduate courses offered exclusively online.
Application and Theory of Computer Technology, 2017
Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses. Correlation and polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96. Results show a significant positive relationship-effective instructor feedback positively associated with learners' perceived learning in, and satisfaction with, technology-mediated learning programs at university level (r = 1, p<0.001). The item mapping analysis shows for the student efficient instructor feedback evaluation; the mean for the students is much higher than the mean of the items, that it's that the process and content of instructor feedback was at least adequate to enhance their learning. Our results indicate that systematic collection and analysis of learners' feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.
Hacettepe University Journal of Education, 2022
The role of feedback in online education has recently become a topic of interest. This study looked at the effects of formative feedback generated by instructor and peers in asynchronous online learning environment. The research questions are as follows: (i) how did undergraduate students perceive peer and instructor feedback? (ii) to what extent did peer and instructor feedback affect undergraduate students' performance? The study was conducted with a mixed method. It was completed in 10 weeks with 76 undergraduate students. The task was to write a report after reviewing education research on current instructional technology. Data were collected through rubrics and questionnaires. It was observed that students attach more importance to instructor feedback than peer feedback. Peer feedback was generally found to be important, yet students with different perspectives and negative evaluation results were reported. Students stated useful to be an assessor and reported progress in understanding the criteria of an assignment, learning the topic, or writing a report on the topic. Peer feedback can provide meaningful and valuable results. On the other hand, this task can become dysfunctional when not done properly by peers. Future research may focus on strategies to improve the quality of peer feedback. A dialogue process can be operated on peer feedback, and preparatory education on feedback types and providing can be included.
Managing written and oral negative feedback in a synchronous online teaching situation
Computer Assisted Language Learning, 2012
This case study focuses on the feedback that is provided by tutors to learners in the course of synchronous online teaching. More specifically, we study how trainee tutors used the affordances of Visu, an experimental web videoconferencing system, to provide negative feedback. Visu features classical functionalities such as video and chat, but it also offers a unique marking tool that allows tutors to take time-coded notes during the online interactions for later pedagogical remediation. Our study shows that tutors mainly use verbal and chat feedback, with significant inter-individual variability, and that tutors who provide verbal feedback are more likely to use markers. Marking takes time because of the dual task that it entails for the tutor. Idiosyncratic strategies in the use of markers are evidenced. These results clearly show the value of markers for negative feedback, signal the need for their explicitness, and also call for an evolution of the Visu interface so that tutors can better negotiate the task of online tutoring and the pedagogical stance they have to take on in their interactions with the learners.