Online assessment: what influences students to engage with feedback?

Stone, Alan J.

doi:10.1111/tct.12158

Cited by 23 publications

(20 citation statements)

References 10 publications

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“…In contrast to our study, Ada and Stansfield () found that gender was unrelated to feedback access. Likewise, our results also suggest that “feedback collection” rates in the LMS can be quite low, while previous studies have indicated relatively high access to feedback files (Ada & Stansfield, ; Stone, ; Zimbardi et al , ). Most of the LMS used in these studies allow for the simultaneous viewing of marks and feedback within a single web interface, as opposed to our study where feedback files had to be downloaded.…”

Section: Discussionsupporting

confidence: 68%

“…Most students indicate that they read feedback comments when surveyed (97%—Higgins, Hartley, & Skelton, ; 87%—Doan, , 100%—Stone, ) and within LMS, results so far have indicated high engagement with feedback when marks and feedback were presented simultaneously (Stone, ; Zimbardi et al , ). In contrast, our analysis of access logs for over 1400 individual pieces of assessment feedback revealed that when marks are reported first, and feedback files must be downloaded separately, many students may not even attempt to access feedback files.…”

Section: Discussionmentioning

confidence: 99%

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Student access of online feedback is modified by the availability of assessment marks, gender and academic performance

Mensink¹,

King²

2019

Brit J Educational Tech

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We used educational data mining to quantify student access of online feedback files and explore the underlying drivers of feedback file access in a learning management system (LMS). We collated LMS access logs for 32 individual pieces of assessment representing 1462 feedback files for 484 students (males = 45%, females = 55%) that originated across three undergraduate years, from 20 different degree pathways. Over a third of assessment feedback files (38%, 553 files) were never accessed by students. When students could obtain their assessment mark without opening the associated feedback file, 42% of feedback files were not accessed by students (513 of 1224 files). When assessment marks were integrated into the feedback file (and not reported within the LMS), the proportion of unopened feedback dropped significantly to only 17% of files (40 of 238 files). We uncovered strong gender‐specific differences in how students accessed feedback within the LMS that were dependent upon academic performance and the integration of marks within the feedback file. Poorly performing males were less likely to access feedback; however, integrating marks into the feedback files meant that males were over 27 times more likely to access the feedback file. In contrast, females exhibited a much weaker and more variable response to marks being reported within feedback files. Assessments with deadlines earlier in the semester were also viewed more often than those later in the semester.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Student access of online feedback is modified by the availability of assessment marks, gender and academic performance

Mensink¹,

King²

2019

Brit J Educational Tech

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“…This may be due to the nature of written feedback as being perceived as a one-way (Stone 9 ) experience from instructor-to-student, even though the act of reading is required to complete the feedback loop. As with other research studies, Stone 9 confirms the ongoing rhetoric surrounding feedback methods in online courses in that it is necessary and more than often, welcomed by students who are generally open to the experience.…”

Section: Feedback To Improve Students' Perception Of Engagementsupporting

confidence: 77%

Increasing Learner Engagement in Online Learning through Use of Interactive Feedback: Results of a Pilot Study

Rutz¹,

Ehrlich²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Technologies for eLearning continue to evolve and provide additional mechanisms for teaching and facilitating learner engagement. As the number of engineering courses and programs provided in an online format continues to increase, the need for evaluating the efficacy of these eLearning tools also increases. One of the main concerns in online learning is learner persistence, so technologies and pedagogies that support persistence are especially important. A growing body of literature suggests that when students feel connected and supported, they are more likely to continue with a program. Finding ways to accomplish this support and engagement for online programs then is a significant factor in program delivery.In this paper we report on the results of a pilot study that examined the use of text-based and interactive feedback using the framework of the Community of Inquiry (COI) Model. This model includes elements of cognitive presence, social presence and teaching presence which are associated with student engagement, connectedness and support. The pilot was conducted over two semesters in an online engineering course at the University of Cincinnati. Students were provided both traditional text-based feedback on assignments and interactive feedback. Surveys were administered to measure students' response to both forms of feedback and to gauge how both forms of feedback impacted elements of the COI Model.The pilot study indicates that feedback has the greatest impact on teacher presence with smaller association with social presence and cognitive presence. The use of interactive feedback was certainly appreciated by the students but perhaps of more importance is timeliness of feedback and personalizing feedback to the individual. Student engagement is improved with the use of interactive feedback but the effort to provide this type of feedback may not be warranted for all courses. IntroductionGarrison, Anderson, and Archer 1 have developed a theoretical framework for representing the process of learning and creating meaning. The community of inquiry model includes three interdependent elements -cognitive presence, social presence, and teaching presence. Cognitive presence refers to the extent that students are able to construct meaning and knowledge through sustained communication. Social presence is described as the propensity for students in a learning setting to authentically present their personal traits and attributes into that setting. Teaching presence is described as the design, implementation and oversight of instruction and instructional processes in order to achieve prescribed learning outcomes. A significant aspect of each of these three elements relies on interactions between the instructor and the students so pedagogies or technologies that significantly modify the nature and extent of interactions can have effects on the model. Table 1 illustrates methods for coding student behaviors that are indicative of the three elements of the model.

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“…surveys improved the quality and quantity of feedback to the students, while also improving the perceived quality of the clerkship. [11][12][13] Among these, the formative value of electronic feedback methods varied, or in some instances, was not measured. One study using quick response (QR) technology in a surgical residency program demonstrated increased longitudinal postprocedure feedback resulting in high feedback quality satisfaction rates.…”

Section: Discussionmentioning

confidence: 99%

Testing Quick Response (QR) Codes as an Innovation to Improve Feedback Among Geographically-Separated Clerkship Sites

Snyder

Nguyen

Womack

et al. 2018

Fam Med

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Background and Objectives: Collection of feedback regarding medical student clinical experiences for formative or summative purposes remains a challenge across clinical settings. The purpose of this study was to determine whether the use of a quick response (QR) code-linked online feedback form improves the frequency and efficiency of rater feedback. Methods: In 2016, we compared paper-based feedback forms, an online feedback form, and a QR code-linked online feedback form at 15 family medicine clerkship sites across the United States. Outcome measures included usability, number of feedback submissions per student, number of unique raters providing feedback, and timeliness of feedback provided to the clerkship director. Results: The feedback method was significantly associated with usability, with QR code scoring the highest, and paper second. Accessing feedback via QR code was associated with the shortest time to prepare feedback. Across four rotations, separate repeated measures analyses of variance showed no effect of feedback system on the number of submissions per student or the number of unique raters. Conclusions: The results of this study demonstrate that preceptors in the family medicine clerkship rate QR code-linked feedback as a high usability platform. Additionally, this platform resulted in faster form completion than paper or online forms. An overarching finding of this study is that feedback forms must be portable and easily accessible. Potential implementation barriers and the social norm for providing feedback in this manner need to be considered.

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Online assessment: what influences students to engage with feedback?

Cited by 23 publications

References 10 publications

Student access of online feedback is modified by the availability of assessment marks, gender and academic performance

Student access of online feedback is modified by the availability of assessment marks, gender and academic performance

Increasing Learner Engagement in Online Learning through Use of Interactive Feedback: Results of a Pilot Study

Testing Quick Response (QR) Codes as an Innovation to Improve Feedback Among Geographically-Separated Clerkship Sites

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