Dialogic Feedback Index

Espasa, Antoni; Guasch, Teresa; Mayordomo, Rosa M.; Martínez-Melo, Montserrat; Carless, David

doi:10.1037/t72797-000

Cited by 3 publications

(5 citation statements)

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“…Lee [15] explored the factors influencing quality of online education support services for Korean and American students, and the results showed that perception of quality of online support services was an important predictor of online learning satisfaction. Espasa et al [16] found that teaching and learning environments with the potential of high-level feedback dialogue could improve quality of language online learning. Wei et al [17] analyzed 356 undergraduates enrolled in an asynchronous online course of cross-campus general education in Taiwan and showed that students' self-efficacy and learning motivation had a direct positive impact on their results in online discussion.…”

Section: Literature Reviewmentioning

confidence: 99%

Comprehensive Evaluation of Online Experimental Teaching Quality in Colleges and Universities Based on Support Vector Machine

Lin

Zheng

2023

Int. J. Emerg. Technol. Learn.

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Affected by the global COVID-19 epidemic, many universities in China have to carry out online experimental teaching. Online experimental teaching can fully realize retention of experimental teaching data, the maximum sharing of experimental teaching, and improve teachers’ ability to complete experimental teaching by mobile means through good network storage devices. Scientific and systematic evaluation of online experimental teaching quality can promote continuous improvement of online teaching activities, give full play to teachers’ teaching enthusiasm, improve comprehensive training quality of college students, and make online experimental teaching a new trend of experimental teaching reform. Based on existing literature, this study analyzes the factors affecting the quality of online experimental teaching, puts forward evaluation indicators of online experimental teaching quality, and uses support vector machine training evaluation system to establish evaluation model of online experimental teaching quality in colleges and universities. Experimental results show that evaluation indicator of online experimental teaching quality proposed is relatively perfect, and has good applicability and popularization. The method based on the support vector machine has improved evaluation effect of online experimental teaching quality in colleges and universities. Output evaluation results are highly consistent with actual evaluation results. Online experimental teaching quality evaluation results are very objective and comprehensive. Conclusions have important reference value for online experimental teaching behavior analysis, improvement of online experimental teaching quality evaluation indicators, reduction of online teaching quality evaluation errors, and improvement of online teaching quality evaluation effect.

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Section: Literature Reviewmentioning

confidence: 99%

Comprehensive Evaluation of Online Experimental Teaching Quality in Colleges and Universities Based on Support Vector Machine

Lin

Zheng

2023

Int. J. Emerg. Technol. Learn.

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“…This aspect of scaffolding is identified as a key factor in a technology-based online course [17]. Teacher directed scaffolding, within the delivery of course can allow students to progressively assimilate ideas; and an understanding of the available options for instructors will augment their teaching presence online [18]. One potential advantage to online courses is the fact that scaffolding can be tailored more individually to a student or group of students; the next lecture or lesson does not have to be delivered at the same time to an entire class.…”

Section: Delivering Scaffolded Materialsmentioning

confidence: 99%

“…Park emphasizes that critical thinking should not be taken for granted but "needs to be explicitly explained, modelled, taught, and expected" [28]. Espasa, Guasch and Alvarez emphasize the knowledge construction component of online education which is facilitated by a directed communication exchange [18].…”

Section: Facilitating Critical Thinking Designing Assessments the Pmentioning

confidence: 99%

“…Peer feedback in general is easier online: the more neutral environment seems to stimulate discussion and encourage facilitate more implementation of the feedback given [18]. Given the time constraints within online courses, for an effective peer network to develop, teacher facilitation including giving concrete practical direction and modelling can assist students to provide more useful feedback to their peers.…”

Section: Promoting Metacognition and Autonomymentioning

confidence: 99%

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Discussing Discussions: Online Instructor Best Practices

Avery¹

2016

EDULEARN Proceedings

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A structured literature review was conducted to examine the range of theoretically framed studies examining online learning discussions within higher education. Key words to guide the retrieval were: "online learning" AND engagement or participation AND "higher education" or college or university not "MOOC" or MOOCs" AND teacher or instructor or professor. This preliminary study did not differentiate between course discipline but did focus on higher learning, specifically university or college level courses that were not technical, certificate, graduate or professional. The study used four consecutive years of peer-reviewed ERIC documents. Of the 132 documents retrieved in the initial broad search, only 55 fit the search parameters, and only four of these were literature review-based. The remaining studies were primarily empirical, often focusing on one factor of online teaching or learning. The scarcity of current information is significant. Also interesting was the underlying emphasis on the Community of Inquiry (COI) framework, based on Garrison's seminal work in 2000 which highlighted the importance of engagement and community in knowledge acquisition. COI or constructivism is directly referenced in 19 of the 55 works and 31 of the 55 works employed key terms of COI theory. From a review of these papers, it appears that instructor decisions about how to structure a course, what to include, and how and when to become involved are ad hoc: the end result is that instructors' involvement in courses is variable and not guided by clear pedagogical principles. While the COI framework provides a good working model and a wide range of part of partial solutions and suggestions, there still remains a need for a more definitive guide. This study organizes relevant findings in the area of technical and learner considerations, as well as within the teaching, social and cognitive presence of the instructor, taken from the COI framework. Information, presented in a cohesive, comprehensive document within a valid pedagogical framework can better inform busy educators who desire to transform their own teaching based on relevant research. Future study could expand and critique this model, more fully integrating other models and looking at course-related variables more closely. Qualitative, quantitative and longitudinal studies can be designed which not only develop and expand the methodology suggested as currently viable within a learning community, but which also build on the potential for online learning to go beyond reproducing traditional courses online.

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“…La investigación que presentamos a continuación parte de los resultados de una investigación anterior que ya se centró en analizar este tema en entornos virtuales (Espasa et al, 2018). Las conclusiones confirmaron que la reelaboración de un trabajo académico es una de las condiciones que promueven un feedback dialógico y, por lo tanto, que contribuye al aprendizaje.…”

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¿Cómo implicar a los estudiantes para que utilicen el feedback online?

Espasa

Guasch

2021

RIED

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A pesar de una apuesta firme por la implantación de una evaluación continua y formativa en el contexto universitario, en la práctica, este tipo de evaluación todavía hoy no es una realidad. En este marco de evaluación, los procesos de feedback toman una relevancia clave como facilitadores del aprendizaje. Sin embargo, los resultados de las investigaciones que se han llevado a cabo en los últimos años sobre el feedback concluyen que los estudiantes no lo utilizan, es decir, no lo aprovechan para mejorar su aprendizaje. El objetivo del presente artículo es aportar evidencias sobre cómo la estrategia basada en la reelaboración del trabajo académico puede promover la implicación de los estudiantes con el feedback en entornos virtuales o híbridos. Para dar respuesta a este objetivo se diseñó un cuasi-experimento con medidas pre-post. La muestra estuvo compuesta por 76 estudiantes que recibieron la intervención (reelaboración del trabajo a partir del feedback recibido y entrega final) y 60 del grupo control. Los resultados ponen de manifiesto que la reelaboración del trabajo va asociada a niveles más altos de implicación con el feedback. La discusión sitúa la relevancia de los resultados en contextos virtuales o con un uso intensivo de la tecnología y su potencialidad para transferirlos a la práctica educativa, por su impacto en la regulación y en el diseño de prácticas realmente formativas que contribuyan al aprendizaje.

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Dialogic Feedback Index

Cited by 3 publications

References 0 publications

Comprehensive Evaluation of Online Experimental Teaching Quality in Colleges and Universities Based on Support Vector Machine

Comprehensive Evaluation of Online Experimental Teaching Quality in Colleges and Universities Based on Support Vector Machine

Discussing Discussions: Online Instructor Best Practices

¿Cómo implicar a los estudiantes para que utilicen el feedback online?

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