Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students

Robinson, Sarita Jane; Pope, Debbie; Holyoak, Lynda

doi:10.1080/02602938.2011.629291

Cited by 115 publications

(102 citation statements)

References 23 publications

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“…Instructor feedback assesses student performance on learning activities, and provides guidance on how students can improve for future performance. Previous research suggests that students vary in receptiveness to corrective instructor feedback, making giving and receiving feedback a challenging process for instructors and students alike (King, Schrodt, & Weisel, 2009;Malachowski, Martin, & Vallade, 2013;Robinson, Pope, & Holyoak, 2013;Smith & King, 2004). Some students may respond to corrective instructor feedback by feeling motivated to improve future performance, while others may discount the feedback through avenues such as questioning the instructor's grading practices (Malachowski et al, 2013), or even perform worse in future performance (King, 2016).…”

Section: Student Predisposition To Instructor Feedbackmentioning

confidence: 99%

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

Cole

Nicolini

Anderson

et al. 2017

OLJ

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Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001;Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 190 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses. However, perceptions of teaching presence did not predict motivation in the hypothesized direction. These findings support the notion that the online learning environment offers its own unique set of challenges and opportunities, and warrants continued empirical research beyond comparisons to FtF classroom settings.

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Section: Student Predisposition To Instructor Feedbackmentioning

confidence: 99%

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

Cole

Nicolini

Anderson

et al. 2017

OLJ

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“…That is what the ideal essay would be like. 1,2,3,4,5,6 Hopefully, doing this essay has helped you clarify your future aspirations or at least allowed you to learn something about the technology of the future that you did not already know. You have tried and that is good.…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…It is important that you do this, since your future success depends to some degree on being able to communicate well. 1,2,3,6 The textbook for this course is an example of how to communicate a complex topic in simple direct language. As you continue with your quizzes and work through the chapters, take note of the writing style and try to emulate it in the future.…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…As you continue with your quizzes and work through the chapters, take note of the writing style and try to emulate it in the future. 2,3,6 Assessment Criteria (from the assignment specification):…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…This strategy, were it to be successful, will address the issue of delivering quality feedback, which has, historically, been problematic and resulted in student expectations for feedback not being met [3]. It is a labor-intensive process, with the time and expense adding considerably to the cost of delivering education.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback

Tuffley

Antonio

2015

Future Internet

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Abstract:As internet technologies make their way into developing areas, so too does the possibility of education and training being delivered to the people living in those previously unserved areas. The growing catalogue of free, high quality courseware, when combined with the newly acquired means of delivery, creates the potential for millions of people in the developing world to acquire a good education. Yet a good education obviously requires more than simply delivering information; students must also receive high quality feedback on their assessments. They must be told how their performance compares with the ideal, and be shown how to close the gap between the two. However, delivering high quality feedback is labor-intensive, and therefore expensive, and has long been recognized as a problematic issue by educators. This paper outlines a case study that uses a Learning Management System (LMS) to efficiently deliver detailed feedback that is informed by the principles of best practice. We make the case that the efficiencies of this method allow for large-scale courses with thousands of enrolments that are accessible to developing and developed areas alike. We explore the question; is computer-mediated feedback delivery efficient and effective and might it be applied to large-scale courses at low-cost?

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Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Polat

Hopcan

Albayrak

et al. 2022

Comp Applic In Engineering

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The purpose of this study was to examine how the flipped learning readiness, engagement, autonomous learning, and computing achievements of university students in an online flipped classroom differ according to gender and feedback groups (verbal, written, and grade reporting) before and after a computing course. An 8-week application was conducted with 104 university students enrolled Computing course at a state university, İstanbul, Turkey.Students were randomly assigned to three different feedback groups. An experimental design was used in this study and quantitative data was collected. Students did homework and written/verbal or grade feedback was given to students through Moodle. A flipped learning readiness scale, computing achievement test, online student engagement scale, and autonomous learning scale were given to participants as pretests and posttests. The results showed that computing academic achievement, flipped learning readiness, and engagement variables increased significantly. There were differences in online engagement regarding gender but no difference between feedback types. The research includes suggestions for future studies.

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Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students

Cited by 115 publications

References 23 publications

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

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