Effective Instructor Feedback: Perceptions of Online Graduate Students

Getzlaf, Beverley A; Perry, Beth; Toffner, Greg; Lamarche, Kimberley; Edwards, Margaret J. A.

doi:10.9743/jeo.2009.2.1

Cited by 56 publications

(51 citation statements)

References 31 publications

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“…In the case of classroom feedback, this can be provided in different ways using informal discussions before or after class, when an assignment is being explained, through non verbal communication, and in real time (Getzlaf, Perry, Toffner, Lamarche, & Edwards, 2009). This can be more challenging in an online course, but can still be replicated.…”

Section: Online Learning -Feedback Student Satisfaction and The Instmentioning

confidence: 99%

“…A range of studies have identified key factors that influence student satisfaction in online courses but very few have focused on the key content and process aspects of providing effective feedback to students who study online (Getzlaf, et al, 2009). Constructive feedback is valued by students who study online (Mancuso-Murphy, 2007) particularly when it is immediate (Arbaugh, 2010).…”

Section: Student Satisfactionmentioning

confidence: 99%

“…In a small qualitative study of 30 fully online students in a health related graduate course (Getzlaf, et al, 2009), the researchers' thematic analysis of effective instructor feedback concluded that feedback is a mutual process involving both students and the instructor. It was described as constructive and built confidence in the students.…”

Section: Student Satisfactionmentioning

confidence: 99%

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Instructor Presence in Online Courses and Student Satisfaction

Ladyshewsky¹

2013

ij-sotl

127

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This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors. KeywordsOnline teaching, Teaching and social presence, Student satisfaction Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Instructor Presence in Online Courses and Student Satisfaction Richard K. LadyshewskyCurtin University Perth, Western Australia, Australia rick.ladyshewsky@gsb.curtin.edu.au Abstract This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors.

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Section: Online Learning -Feedback Student Satisfaction and The Instmentioning

confidence: 99%

Section: Student Satisfactionmentioning

confidence: 99%

Section: Student Satisfactionmentioning

confidence: 99%

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Instructor Presence in Online Courses and Student Satisfaction

Ladyshewsky¹

2013

ij-sotl

127

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“…In addition, there was no open-ended section for learners to describe their perspectives about the content and process of effective instructor feedback. However, we believe that 20 Likert-scale questions possessed adequate depth and coverage for our study [18]. Convincing online academic staff to expose themselves to learner's scrutiny in relation to students' perceptions about diverse aspects of their feedback is a difficult task, but an essential one in order to consistently improve the effectiveness of online learning beyond what currently obtains in the traditional classroom learning format [28] Our study's noteworthy contributions to the literature on instructor feedback includes the successful use of a comprehensive feedback instrument in a blended learning environment for undergraduate and postgraduate public health degree programs, as well as providing a platform for learners and course instructors to develop a shared understanding of the objectives of efficient instructor feedback.…”

Section: Discussionmentioning

confidence: 99%

“…The survey was conducted online using Moodle's Virtual Learning Environment. The survey instrument used was the Likert Scale feedback assessment template [18], which comprised of 20 questions to ascertain learners' perspectives of the content and process of efficient instructor feedback.…”

Section: Methodsmentioning

confidence: 99%

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

Awofeso¹,

Bamidele²

2017

Appl. Theory Comput. Technol.

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Abstract:Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses. Correlation and polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96. Results show a significant positive relationship -effective instructor feedback positively associated with learners' perceived learning in, and satisfaction with, technology-mediated learning programs at university level (r = 1, p<0.001). The item mapping analysis shows for the student efficient instructor feedback evaluation; the mean for the students is much higher than the mean of the items, that it's that the process and content of instructor feedback was at least adequate to enhance their learning. Our results indicate that systematic collection and analysis of learners' feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.

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Evidence‐Based Teaching in Higher Education: Application to Counselor Education

Malott

Hall

Sheely-Moore

et al. 2014

Couns Edu & Supervision

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The authors examined best practices in university-level teaching, as premised on the evidence-based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral-level counselor educators using EBT practices are discussed.

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Effective Instructor Feedback: Perceptions of Online Graduate Students

Cited by 56 publications

References 31 publications

Instructor Presence in Online Courses and Student Satisfaction

Instructor Presence in Online Courses and Student Satisfaction

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

Evidence‐Based Teaching in Higher Education: Application to Counselor Education

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