Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes

Kleij, Fabienne van der; Feskens, Remco; Eggen, Theodorus Johannes Hendrikus Maria

doi:10.3102/0034654314564881

Cited by 502 publications

(400 citation statements)

References 58 publications

Supporting

Mentioning

348

Contrasting

Unclassified

Order By: Relevance

“…One of the limitations in literature review is the inability to cover the whole literature (Van der Kleij, Feskens, & Eggen, 2015). Another limitation of the present study is the use of only WoS and ERIC databases due to their significance in the field of study.…”

Section: Limitationsmentioning

confidence: 98%

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

Haseski¹,

İliç²,

Tuğtekin³

2018

IES

View full text Add to dashboard Cite

Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and several different concepts were mentioned in the definitions found in the literature. It was considered that this fact made it difficult to understand the concept of Computational Thinking. To establish a more comprehensive approach, the present study aimed to identify the concepts that are included in the Computational Thinking definitions that were presented in previous studies. It also aimed to reveal trends in the identified concepts throughout the years. As a result of the search, a total of 59 definitions were identified and a content analysis was conducted on these definitions. Analysis results demonstrated that Computational Thinking was defined based on several concepts such as problem solving, technology, thinking, individual and social qualities. Furthermore, it was determined that statements on thinking were prominent before 2006, and today, emphasis on problem solving and technology became more significant. It was considered that the present study would contribute to a better understanding of the Computational Thinking concept. At the end of the study, certain suggestions were presented for further research.

show abstract

Section: Limitationsmentioning

confidence: 98%

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

Haseski¹,

İliç²,

Tuğtekin³

2018

IES

View full text Add to dashboard Cite

show abstract

“…Research shows some types of feedback are more powerful than others, such as providing cues or reinforcement (Hattie, 2009;Hattie & Gan, 2011;Kluger & DeNisi, 1996;Li, Cao, & Mok, 2016). Moreover, feedback can be given in different ways: computer-generated feedback (Adesina, Stone, Batmaz, & Jones, 2014;Fyfe, 2016;Panaoura, 2012;van der Kleij, Feskens, & Eggen, 2015), formative versus standardized or interim assessment (Konstantopoulos, Li, …”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers' answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers' feedback competence. Implications and directions for future research are discussed.

show abstract

“…Feedback about self merely relay data about the characteristic of the learner, not the task, or the effective processing of the task. However, feedback about self-as-a-person may positively impact learners' motivation and task persistence (Bond, Smith, Baker, & Hattie, 2000;Hattie & Timperley, 2007;Van der Kleij, et al, 2015), so it is not without value. Accordingly, Nicol and Milligan (2006) set forth seven principles of good feedback in the context of technology-supported assessments.…”

Section: Feedbackmentioning

confidence: 99%

“…This is because it scrutinizes strategies students use to detect errors, a mechanism that supplies useful information leading to the modification of faulty techniques. Additionally, it is useful in illuminating the need to seek help (Balzer, Doherty, & O'Connor, 1989;Purdie, Hattie, & Douglas, 1996;Carver & Scheier, 1990;Van der Kleij, et al, 2015).…”

Section: Feedbackmentioning

confidence: 99%

“…Task level feedback describes how well the specific learning task is being completed and is the foundation upon which self-regulation is established. Task level feedback is conveyed when discussion about the correctness of answers, how to ascertain more information, and how to expand surface knowledge occurs (Airasian, 1997;Hattie & Timperley, 2007;Van der Kleij, Feskens, & Eggen, 2015;Winnie & Butler, 1994). Therefore, task level feedback serves as a corrective function but may only be effective for lower order learning (Van der Kleij, Feskens, & Eggen, 2015).…”

Section: Feedbackmentioning

confidence: 99%

See 1 more Smart Citation