Five Elements that Impact Quality Feedback in the Online Asynchronous Classroom

Steele, John; Holbeck, Rick

doi:10.9743/jeo.2018.15.3.10

Cited by 12 publications

(7 citation statements)

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“…Ninety-five percent of respondents reported that their work improved due to TOF (Jones & Blankenship, 2014). Previous work regarding the importance of formative and summative course feedback is consistent with this study (Jug et al, 2019;Steele & Holbeck, 2018;Wiggins, 2012). Both formative and summative feedback are opportunities for providing clear, detailed, and supportive feedback.…”

Section: Study Inclusion and Exclusion Criteriasupporting

confidence: 88%

“…Online feedback is information or data provided online with 24/7 access. Formative assessments throughout a course provide frequent feedback opportunities to note flourishing performance areas and areas needing correction (Steele & Holbeck, 2018;Wiggins, 2012). Summative feedback is an evaluation at the end of an event or time (Jug et al, 2019).…”

Section: Background Of Online Feedbackmentioning

confidence: 99%

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Student Perceptions of Teacher Online Feedback

Leibold

Schwarz

2022

JETHE

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Teacher feedback is a core feature of the student educational experience and impacts student development. Educators can learn about teaching practice from student perceptions of teacher online feedback (TOF). This integrative research review explores student perceptions of TOF in higher education using modified PRISMA guidelines. The researchers searched six academic databases and included 12 articles for deep analysis and evaluation after three rounds of article reviews. Students reported a preference for timely TOF to help improve their performance. Participants noted a variety of preferred feedback mediums, such as video, text, and audio. Support for the Community of Inquiry (CoI) theoretical framework was present in the research findings. The studies reviewed ranged from high to lower levels of evidence. Scholarship of Teaching and Learning (SoTL) implications stress that online teacher feedback is a complex and contextual skill to develop. The teacher’s online feedback method and medium should match the student population’s preference. Research findings about student perceptions of TOF in higher education are critical for application by faculty to advance the SoTL.

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Section: Study Inclusion and Exclusion Criteriasupporting

confidence: 88%

Section: Background Of Online Feedbackmentioning

confidence: 99%

Student Perceptions of Teacher Online Feedback

Leibold

Schwarz

2022

JETHE

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“…Feedback. Regarding feedback as an important aspect of higher education online courses, Steele and Holbeck (2018) conducted a literature review explaining that personalized feedback was crucial for student satisfaction. Particularly, feedback should be communicated in a constructive manner that mentions the limitations of the student's work but simultaneously assures the student that they can perform better in the future through implementing specific strategies into their work.…”

Section: Instructors' Facilitation In Online Coursesmentioning

confidence: 99%

Features of High-Quality Online Courses in Higher Education: A Scoping Review

Wright

Carley²,

Alarakyia-Jivani³

et al. 2023

OLJ

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What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve peer-reviewed literature from 2010-2022 pertaining to features of online learning in higher education. Two reviewers independently conducted the initial title and abstract screening (n = 1,574), full text review (n = 483), and data extraction of the included articles (n = 38). Using thematic content analysis to explore the data extracted from each article, we found that the literature predominately included scholarship related to quality online course design, instructor facilitation in online courses, quality assessment of online courses, and student engagement in online courses. The breadth of these themes included a multiplicity of strategies and approaches to consider when designing online learning experiences. We recommend that administrators, faculty members, and instructors responsible for designing online courses and programs for postsecondary contexts continue to incorporate these considerations to promote high-quality and consistent online offerings. We conclude the review by presenting four high-level considerations to guide these discussions.

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“…The feedback from the students is based on the evidence of teaching practices (Byrne and Donlan 2020). Commonly the online environment can be controlled but without effective feedback, it makes the learning becomes more difficult (Steele and Holbeck 2018). Each teacher is pushed to more improve themselves in learning and teaching using technology.…”

Section: Introductionmentioning

confidence: 99%

Challenges and Strategies using Application in Online Teaching during Pandemic

Tukan

2021

EEJ

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This study aims to explain (1) the teacher’s challenges using the application in online teaching classroom during the COVID-19 pandemic, and (2) the strategies used by teachers in teaching using the application. The participants of the research were the English teachers at SMA/SMK/MA in Yogyakarta, Gunungkidul, Magelang, and Kebumen. A qualitative method was employed in this research and using interviews via WhatsApp as a data collection technique. The findings showed that teachers had the challenges such as (1) operating the application during online learning, (2) developing the material, assessment, and evaluation in teaching, (3) developing the teaching method, (4) combining the material and application, and (5) motivating the students and parents. The strategies used by the teacher when using the application in teaching such as (1) watching the video tutorial, (2) choosing a suitable application for teaching, (3) arranging the new learning schedule, (4) developing the creativity in designing the material, and (5) giving the simple material and task for the students.

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Five Elements that Impact Quality Feedback in the Online Asynchronous Classroom

Cited by 12 publications

References 0 publications

Student Perceptions of Teacher Online Feedback

Student Perceptions of Teacher Online Feedback

Features of High-Quality Online Courses in Higher Education: A Scoping Review

Challenges and Strategies using Application in Online Teaching during Pandemic

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