Examining the Factors that Influence how Instructors Provide Feedback in Online Learning Environments

Conrad, Susan; Dabbagh, Nada

doi:10.4018/ijopcd.2015100104

Cited by 4 publications

(2 citation statements)

References 28 publications

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“…Feedback is considered one of the powerful activities that enhance learning and engage students (Conrad & Dabbagh, 2015). Feedback becomes paramount in online learning to overcome the hurdle of the communication between teacher and students.…”

Section: Feedbackmentioning

confidence: 99%

Crisis Pedagogy: Student Perceptions of Pedagogical Transition Amidst the COVID-19

Khanal

2021

PEDAGOGICAL RES

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The COVID-19 pandemic has affected every sphere of human life including education. Educational institutes all over the world are faced with the unique challenge to keep running the education amidst the lockdowns and social distancing. This has resulted in an unprecedented shift to the alternate mode of instructional delivery. This is a temporary shift in the mode of delivery as a result of the crisis or emergency situation. The present paper discussed the implications of one of such crisis pedagogies of remote learning during the COVID-19 propelled closure of the tertiary institutions in Australia. The effectiveness of emergency remote learning (ERL) was assessed through the online survey. The participants were international students, the majority, at the time of the survey were in Australia and doing postgraduate course in project management. To assess the overall effectiveness, the solicited opinions were analyzed under five headings: students' perception, curriculum, feedback, quality, and technology & resource. The ERL model adopted in this study has two components: self-paced asynchronous learning and faculty-guided synchronous learning. The aim of the self-paced asynchronous learning was to provide the student access to learning and teaching materials which they could use safely, reliably and remotely, and later used those in their learning at their own pace. Similarly, the aim of the synchronous learning was to provide an interactive learning experience as in face-to-face teaching through faculty-guided live session. The result of the present study reveals that students perceived the ERL quite positively and are satisfied with the overall online learning and reported that transition to online learning from face-to-face was smooth and without much of the issue.

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Section: Feedbackmentioning

confidence: 99%

Crisis Pedagogy: Student Perceptions of Pedagogical Transition Amidst the COVID-19

Khanal

2021

PEDAGOGICAL RES

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“…One particular learning domain that is growing fast in terms of number of learners and learning platforms (e.g., Duolingo, Babbel, Learning English at Coursera) is online learning of English as a foreign language (EFL). Despite its increasing prominence, teacher feedback in the online EFL context has received limited research attention (Van der Kleij et al, 2015;Conrad and Dabbagh, 2015).…”

Section: Introductionmentioning

confidence: 99%

How Teachers Affect Students’ Online Participation in EFL Courses in Uruguay

Aguerrebere¹,

Bulger²,

Cobo³

et al. 2020

Preprint

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We analyze teachers' written feedback to students in an online learning environment, specifically a setting in which high school students in Uruguay are learning English as a foreign language with both a classroom teacher and a remote teacher. We explored which factors are associated with greater student participation. How complex should teachers' feedback be? Should it be adapted to each student's English proficiency level? How does teacher feedback affect the probability of engaging the student in a conversation? We conducted both parametric multilevel modeling and non-parametric bootstrapping analyses of 27,627 messages exchanged between 35 teachers and 1074 students in 2017 and 2018. Our results suggest: (1) Teachers should adapt their feedback complexity to their students' English proficiency level. Students who receive feedback that is too complex or too basic for their level post 13-15% fewer comments than those who receive adapted feedback. (2) Feedback that includes a question is associated with higher odds ratio (17.5-19) of engaging the student in conversation. (3) For students with low English proficiency, slow turnaround (feedback after 1 week) reduces this odds ratio by 0.7. (4) For distance learning contexts such as this one, the classroom English teachers (CTs) -- who both teach students locally and promote students' participation in the online program -- may significantly affect students' commenting behavior. These results have potential implications for online platforms offering foreign language learning services, in which it is crucial to give the best possible learning experience while judiciously allocating teachers' time. Cite as Aguerrebere, C., Bulger, M., Cobo, C., Garcia, S., Kaplan, G., Whitehill, J. (2020) How Teachers Affect Students’ Online Participation in EFL Courses in Uruguay. Computer-Based Learning in Context, 2 (1), 1-20. DOI: 10.5281/zenodo.4057613

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Student and Instructors Perceptions of Helpful Feedback for Asynchronous Online Learning

Conrad

Dabbagh

2018

Innovative Applications of Online Pedagogy and Course Design

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Research into online courses suggests that instructor feedback is effective for student learning when the feedback is personalized, specific, and timely. However, even with the technical ability to receive feedback any time at any location through varied devices, students still report dissatisfaction with instructor feedback. This chapter describes a mixed-methods study examining instructor and student perceptions of feedback in asynchronous environments. The study's results showed that students find personal and corrective feedback most helpful while instructors identified corrective and Socratic feedback as most helpful. Students characterized helpful feedback to be personalized, specific, and timely. Students also reported that grades were a form of feedback measuring stages of understanding but also an incentive for them to revise their work in order to achieve higher grades. The chapter includes strategies instructors can use for integrating each feedback type into their course design along with digital communication methods that enhance the student learning experience.

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Examining the Factors that Influence how Instructors Provide Feedback in Online Learning Environments

Cited by 4 publications

References 28 publications

Crisis Pedagogy: Student Perceptions of Pedagogical Transition Amidst the COVID-19

Crisis Pedagogy: Student Perceptions of Pedagogical Transition Amidst the COVID-19

How Teachers Affect Students’ Online Participation in EFL Courses in Uruguay

Student and Instructors Perceptions of Helpful Feedback for Asynchronous Online Learning

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