Effective Feedback Design Using Free Technologies

Yuan, Jiangmei; Kim, ChanMin

doi:10.1177/0735633115571929

Cited by 40 publications

(26 citation statements)

References 80 publications

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“…From the other point of view, Dong, Hwang, and Shadiev (2017) showed that students' willingness to engage via the technology was because they found it difficult to remember or understand the lecture content. Yuan and Kim (2015) found that technologies can be used to enhance the effectiveness of feedback in online courses and that effective feedback design was constructed to maximize the affordances of each technology that foster feedback dialogues, help to bring feedback from multiple sources, and encourage students to follow up with feedback. Demirbilek (2015) suggest that students benefited while engaging in the peer feedback process on both Wiki and Facebook and that the incorporation of Wiki and Facebook as a peer feedback tool improved critical thinking skills and improvement of material produced.…”

Section: Figure 1: Conceptual Frameworkmentioning

confidence: 99%

The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students

Xhomara

Bara²

2018

European Journal of Education

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Section: Figure 1: Conceptual Frameworkmentioning

confidence: 99%

The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students

Xhomara

Bara²

2018

European Journal of Education

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“…On the other hand, Jawaid et al found that the majority of the students (61.8%) rated CBA as better as paper based assessment despite experiencing it for the first time (Jawaid, Moosa, Jaleel, & Ashraf, 2014). More recently, Yuan & Kim found that both instructors and students perceived the benefits of CBA although they also expressed the pitfalls and needs for better application (Yuan & Kim, 2015). Therefore, there is still some controversy about the students' opinions on CBA.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

et al. 2018

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Cómo referenciar este artículo/how to reference this article:Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Students' perception of auto-scored online exams in blended assessment: feedback for improvement. Educación XX1, 21(2), 79-103, doi: 10.5944/educXX1.19559 Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Percepción de los estudiantes acerca de los exámenes online con corrección automática en una evaluación mixta: retroalimentación para la mejora. Educación XX1, 21(2), 79-103, doi: 10.5944/ educXX1.19559 ABSTRACT Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. from interviews with students. Three factors (labelled 'F1-Learning,' 'F2-Use of Tool,' and 'F3-Assessment') emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the 'F3-Assessment' factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were positive in general, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness of the marking system. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students' reluctance towards online exams and automatic scoring. KEYWORDSHigher Education; Feedback (Response); Student Surveys; Interviews; Alternative Assessment; Statistical Analysis. RESUMENEl desarrollo de las tecnologías de la información y la comunicación ha producido un incremento del uso de la Computer Based Assessment (CBA, evaluación basada en ordenadores). en la educación superior. En la última década, ha habido un debate sobre los exámenes online vs los escritos tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De ent...

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“…In addition, information technologies have increased the effectiveness of this instrument and adapted it to the new learning environment. Wiki is a new technology that increases video effectiveness (Barry, 2012) because it is a web 2.0 platform that gives users free access to videos recorded in class, offers transparency and encourages interaction (Yuang & Kim, 2015). Paul, Dawson, Laphear and Cheema (1998) investigated video recording feedback as a feasible and effective approach to teaching a lesson.…”

Section: Introductionmentioning

confidence: 99%

How extroversion affects student attitude toward the combined use of a wiki and video recording of group presentations

Fraj‐Andrés

Lucia‐Palacios

Pérez-López

2018

Computers & Education

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The aim of this paper is to analyze the effect of extroversion on students' attitude toward the combined use of a wiki and the video recording of oral presentations to improve communication skills using a quantitative approach. The model includes stress because it is considered an important aspect in public speaking situations, especially so in a case like ours where the videos will be available to the class. The students' enjoyment and the relative advantages of the learning activity are also included because they may have an influence on satisfaction and course recommendation. A survey was carried out among first-year undergraduate students. Using partial least squares methodology, the results suggest that extrovert individuals perceive less stress and more enjoyment when performing this activity, which results in them having a better attitude toward it. A total mediation effect of enjoyment between extroversion and attitude is found. Our findings also confirm that stress acts as a barrier to satisfaction, but it does not create a negative reaction toward the activity. Finally, the results show the mediation effect of attitude between the perceived relative advantages and satisfaction and between enjoyment and satisfaction.

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Effective Feedback Design Using Free Technologies

Cited by 40 publications

References 80 publications

The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students

The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

How extroversion affects student attitude toward the combined use of a wiki and video recording of group presentations

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