Abstract
While feedback is recognized as an important part of the pedagogical process in supporting student learning, it is a relatively a new area of online education research. The purpose of this mixed-methods study was to examine online feedback processes from the vantage points of the course instructor and a cohort of students. Based on data collected from the online forums and student interviews, the researcher/instructor sets out to determine what feedback was given and how it was perceived by students. Evidence suggests that the feedback
given was largely aligned with research definitions of “best practice” in terms of being timely, accessible and substantial. In terms feedback type, it was informative, supportive, corrective, and, to a lesser extent, reflective. However, evidence suggests that the scope of students’ perceptions of effective feedback was broader than suggested in the research literature with feedback viewed in relation to specific pedagogical, contextual, and relational dimensions. It is suggested that analysis of feedback from these two vantage points is important for instructors wishing to enhance their online teaching. It is also suggested
that a frame for understanding the effect of online feedback on student learning should be broadened to consider its wider pedagogical, contextual, and relational dimensions.
given was largely aligned with research definitions of “best practice” in terms of being timely, accessible and substantial. In terms feedback type, it was informative, supportive, corrective, and, to a lesser extent, reflective. However, evidence suggests that the scope of students’ perceptions of effective feedback was broader than suggested in the research literature with feedback viewed in relation to specific pedagogical, contextual, and relational dimensions. It is suggested that analysis of feedback from these two vantage points is important for instructors wishing to enhance their online teaching. It is also suggested
that a frame for understanding the effect of online feedback on student learning should be broadened to consider its wider pedagogical, contextual, and relational dimensions.
| Original language | English |
|---|---|
| Title of host publication | Advanced Learning and Teaching Environments - Innovation, Contents and Methods |
| Editors | Nuria Llevot, Olga Bernad Cavero |
| Publisher | InTech |
| Chapter | 7 |
| Pages | 103-123 |
| Number of pages | 20 |
| ISBN (Electronic) | 978-1-78923-555-5 |
| ISBN (Print) | 978-1-78923-554-8 |
| DOIs | |
| Publication status | Published - 18 Jul 2018 |
Keywords
- Feedback
- Online education
- Distance learning
- Pedagogy
- Perception