2021
DOI: 10.3390/systems9010010
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Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers

Abstract: Many researchers have identified the need for a more holistic understanding of the role of feedback in supporting learning in online environments. This study explores how our design, development, and implementation of an online feedback facilitation system influenced high school science teachers’ learning in an asynchronous teacher professional development online course. We then describe teachers’ and facilitators’, i.e., feedback providers’, perceptions of the effectiveness of the system’s features for suppor… Show more

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Cited by 9 publications
(5 citation statements)
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“…We asked 2 teachers (who are also co-authors of this paper) to co-design the unit. They were both peer facilitators in our previous project (Marei et al, 2021) and thus were considered experts in using our complex systems modeling resources. As part of the first cohort of teachers with the present project, they had participated in PD during the summer of 2021 to learn about the next evolution of this work (i.e., incorporating a focus on epistemic performance).…”
Section: Lesson 6: Scientific Argumentation and Productive Disagreementmentioning
confidence: 99%
“…We asked 2 teachers (who are also co-authors of this paper) to co-design the unit. They were both peer facilitators in our previous project (Marei et al, 2021) and thus were considered experts in using our complex systems modeling resources. As part of the first cohort of teachers with the present project, they had participated in PD during the summer of 2021 to learn about the next evolution of this work (i.e., incorporating a focus on epistemic performance).…”
Section: Lesson 6: Scientific Argumentation and Productive Disagreementmentioning
confidence: 99%
“…The four studies selected for this Special Issue serve to illustrate efforts to address the aforementioned dearth of research on complex systems in science education that focuses on what works for whom and under which conditions [6][7][8][9]. They also demonstrate the versatility of the modeling tool for learning with diverse populations from elementary students to high school science teachers and with participant demographics that are less often studied in complex systems educational research, i.e., English language learners and underrepresented school districts.…”
mentioning
confidence: 99%
“…Cottone et al [4] integrate data literacy and model-based learning through the usability cube framework for educational reform. Marei et al [5] integrate an online feedback facilitation system with asynchronous teacher professional development. Collectively, the four articles illustrate a rich array of conceptual perspectives on computational systems modeling.…”
mentioning
confidence: 99%
“…Cottone et al [4] investigate the participation and engagement of all fourth-and fifth-grade students and their teachers in an urban school district. In an online asynchronous professional development course, Marei et al [5] investigate how an online feedback facilitation system influenced high school teachers' learning. Collectively, the four articles investigate computational systems modeling with both students and teachers from elementary school through high school, from classrooms to a school district, and within a teacher professional development course.…”
mentioning
confidence: 99%
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