Designing Crowdcritique Systems for Formative Feedback

Easterday, Matthew W.; Lewis, Daniel Rees; Gerber, Elizabeth M.

doi:10.1007/s40593-016-0125-9

Cited by 11 publications

(4 citation statements)

References 56 publications

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“…So, in a nutshell, the purpose of formative feedback as part of the formative assessment of learning is to influence and increase students' learning skills and content comprehension, enhance problem-solving and insights on specific content areas (Recep, Korkmaz, Bacanak, & Arslan, 2018;Easterday, Rees Lewis, & Gerber, 2017;Goldin, Narciss, Foltz, & Bauer, 2017;Halverson, 2010) Shute (2008) illuminates this study by demonstrating that we have different types of feedback, some of which are to be understood as response-specific, goal-directed, and immediately delivered.…”

Section: Intentional Follow-ups (Ifs)mentioning

confidence: 78%

“…Intentional follow-ups mean that online teaching faculty monitor students' learning process, examining if students are missing assignments and showing slowness in submitting responses to interactive discussions and assignments. In this IF process, the faculty will then contact the students via email, and Zoom video conferences, to learn students' preferences for feedback, correct, reteach, and redirect students to improve performance in their learning and overall reshape their path to success in their learning (Recep, Korkmaz, Bacanak, & Arslan, 2018;Easterday, Rees Lewis, & Gerber, 2017).…”

Section: Intentional Follow-ups (Ifs)mentioning

confidence: 99%

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Understanding the Effects of the Best Practices of Formative Feedback and Intentional Follow-Ups on Online Students’ Success

Mbuva

2023

JHETP

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This study aimed to understand the effects of the best practices of Formative Feedback and Intentional Follow-ups on online students’ success. Students in the online learning environment struggle with meeting the deadlines of submitting their assignments, discussions, and field experience projects, especially during and after COVID-19, students wrestled with online learning. Some students were neither starting nor submitting their discussions and projects on time, which hindered their success. The study will assist me and other online teaching faculty to apply feedback skills and intentional follow-ups of all students to enhance success. The study examined the definitions of formative feedback, student success, student and learner, and intentional follow-ups. Second, the study explored the goals of formative feedback, types of formative feedback, functions of feedback, faculty knowledge of good feedback, effective written feedback, examples of feedback, the amount of feedback, and timing. Third, data from surveys, observations, and interviews enriched with the day-to-day life experience of feedback. Finally, the study hypothesized that effective feedback and intentional follow-ups enhance students’ success.

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Section: Intentional Follow-ups (Ifs)mentioning

confidence: 78%

Section: Intentional Follow-ups (Ifs)mentioning

confidence: 99%

Understanding the Effects of the Best Practices of Formative Feedback and Intentional Follow-Ups on Online Students’ Success

Mbuva

2023

JHETP

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“…Another benefit of crowd feedback is that designers do not necessarily need access to real users anymore but can also use an anonymous crowd as it can be found on platforms like Amazon Mechanical Turk (MTurk). Still, crowd feedback can also be collected from stakeholders or potential users [6,22]. In the next section, we present what dedicated crowd-feedback systems look like and what new challenges these systems bear.…”

Section: Design Evaluation and Feedbackmentioning

confidence: 99%

Scalable Design Evaluation for Everyone! Designing Configuration Systems for Crowd-Feedback Request Generation

Haug,

Sommerrock,

Benke

et al. 2023

Mensch Und Computer 2023

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Design evaluation is an important step during software development to ensure users' requirements are met. Crowd feedback represents an effective approach to tackling scalability issues of traditional design evaluation methods. Crowd-feedback systems are usually developed for a fixed use case and designers lack knowledge on how to build individual crowd-feedback systems by themselves. Consequently, they are rarely applied in practice. To address this challenge, we propose the design of a configuration system to support designers in creating individual crowd-feedback requests. By conducting expert interviews (N=14) and an exploratory literature review, we derive four design rationales for such configuration systems and propose a prototypical configuration system instantiation. We evaluate this instantiation in exploratory focus groups (N=10). The results show that feedback requesters appreciate guidance. However, there seems to be a trade-off between complexity and flexibility. With our research, we contribute with a generalizable concept to support feedback requesters to create individualized crowd-feedback requests to support scalable design evaluation for everyone. CCS CONCEPTS• Human-centered computing → HCI design and evaluation methods.

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“…One only has to open a design research journal or attend a design research conference to see examples of presentations of design research. While design research presentations typically follow academic research paper conventions (American Psychological Association, 2010, Appendix: Journal reporting standards; McKenney & Reeves, 2013), design research papers may describe multiple iterations that are repeated sections of: intervention, setting, participants, data collection, analysis, and findings (as in Easterday, Rees Lewis, & Gerber, 2016b). This allows the design researcher to explain the design argument space searched across multiple iterations or studies.…”

Section: Presentmentioning

confidence: 99%

The logic of design research

Easterday

Lewis

Gerber

2017

Learning: Research and Practice

Self Cite

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Since the first descriptions of design research (DR), there have been calls to better define it to increase its rigour. Yet five uncertainties remain: (1) the processes for conducting DR, (2) how DR differs from other forms of research, (3) how DR differs from design, (4) the products of DR, and (5) why DR can answer certain research questions more effectively than other methodologies. To resolve these uncertainties, we define educational design research as a meta-methodology conducted by education researchers to create practical interventions and theoretical design models through a design process of focusing, understanding, defining, conceiving, building, testing, and presenting, that recursively nests other research processes to iteratively search for empirical solutions to practical problems of human learning. By better articulating the logic of DR, researchers can more effectively craft, communicate, replicate, and teach DR as a useful and defensible research methodology.

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Designing Crowdcritique Systems for Formative Feedback

Cited by 11 publications

References 56 publications

Understanding the Effects of the Best Practices of Formative Feedback and Intentional Follow-Ups on Online Students’ Success

Understanding the Effects of the Best Practices of Formative Feedback and Intentional Follow-Ups on Online Students’ Success

Scalable Design Evaluation for Everyone! Designing Configuration Systems for Crowd-Feedback Request Generation

The logic of design research

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