Providing feedback to distant students

Ley, Kathryn

doi:10.1108/10650749910272016

Cited by 13 publications

(5 citation statements)

References 4 publications

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“…It helps students to increase cognitive skills and logical and reasoning abilities, find a solution to a problem, and activate their metacognition. Specifically, if the metacognitive feedback concerns students’ progress, it directs the learner's attention to learning outcomes (Ley, ); and students may become metacognitively active learners. According to Zimmerman (), the metacognitively active learners become self‐regulated learners.…”

Section: Research Model and Hypotheses Developmentmentioning

confidence: 99%

A System's View of E‐Learning Success Model

Eom

Ashill

2018

Decision Sci J Innov Edu

119

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The past several decades of e-learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e-learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e-learning success model, and such a model should incorporate the interdependent (not independent) process nature of e-learning success. We applied structural equation modeling to empirically validate a comprehensive model of e-learning success at the university level. Our research advances existing literature on CSFs of e-learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e-learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e-learning success model satisfactorily explains and predicts the interdependency of six CSFs of e-learning systems (course design quality, instructor, motivation, student-student dialog, student-instructor dialog, and self-regulated learning) and perceived learning outcomes.

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Section: Research Model and Hypotheses Developmentmentioning

confidence: 99%

A System's View of E‐Learning Success Model

Eom

Ashill

2018

Decision Sci J Innov Edu

119

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“…Existing literature shows the difficulties arisen both from the teacher's perspective and the student's perspective, giving or receiving feedback in the learning process in an e-learning environment. Such difficulties are linked basically to the high ratio students-teacher in the virtual classrooms, that increases the follow-up task of the learning that the teacher could do (see Buchanan, 2000;Ley, 1999).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Usefulness of feedback in e-learning from the students' perspective

Argüelles

Plana

Hintzmann

et al. 2015

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Purpose: Functionality of feedback in pedagogical processes has been broadly analyzed in face-to-face learning, although to a lesser extent than in the on-line learning. Narciss (2004, 2008) distinguishes two dimensions within the feedback, the semantic dimension and the structural dimension. This article aims to analyze, from the student's perspective, the semantic dimension of feedback in a virtual learning environment (VLE).Firstly, we analyze the importance that VLE students give to feedback and its degree of personalization. Later, the usefulness that students deem feedback should have, paying special attention to each of its semantic subdimensions (Narciss, 2004).Design/methodology/approach: A survey was conducted among students of Business Administration degree of the Universitat Oberta de Catalunya (UOC). 182 students took part, separated into two groups (pilot and control).Findings: It has been proved that 90% of students give a great or very great importance to reception of feedback from their tutors, a relevance they consider to be higher than the one within a face-to-face environment. This percentage is around 75% with regard to the importance given to the level of personalization of feedback. The development of a factor analysis has revealed that usefulness of personalized feedback perceived by the students can be subsumed under two large dimensions: the one that facilitates learning (related to its semantic dimension) and the motivational one (by -627-Intangible Capital -http://dx.doi.org/10.3926/ic.622 allowing an easier and more fluid communication with the tutor, contributing not to leave the course, etc.) The latter dimension has been also proved to be key in order to attain improvements in the students' satisfaction with the learning process.This research was funded by the Catalan government and the UOC, within the framework of projects to Improve Teaching Quality (ITQ).Originality/value: Implementing personalized feedback has a relevant impact on the student, who values it because it makes his learning process easier, richer and more significant. Moreover, it has a clear motivational effect over the student, which had not been sufficiently evidenced by other researches. Such effect needs not to be underestimated, particularly within an on-line environment, where dropout rate is usually high.

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“…Still not clear is how the Kiasu ‐Negative individual avoids sharing his/her insight, thus preventing others from getting ahead. In other words, how would the Kiasu ‐Negative use feedback‐seeking channels so that instead of enhancing learning for others (the traditional role of such channels) (Ley, 1999; Mory, 1996), others would be prevented from learning from the Kiasu ‐Negative individual? These questions should be examined in future studies, as they will help us better understand how individuals with different motives use similar learning technologies to meet different needs.…”

Section: Discussionmentioning

confidence: 99%

“…This learning goal orientation is especially relevant in developing managers where feedback‐giving and ‐seeking skills have been shown to be a critical area for enhancing performance (Ashford & Tsui, 1991). Within an educational setting Ley (1999) took the learning goal orientation and defined feedback as information a learner receives about his or her learning processes and achievement outcomes (Butler & Winne, 1995). Educational researchers have acknowledged the importance of feedback‐seeking processes to help students determine the degree of understanding and gauge their ability to apply concepts in resolving problems (Mory, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

Virtual and Traditional Feedback‐Seeking Behaviors: Underlying Competitive Attitudes and Consequent Grade Performance

Hwang¹,

Arbaugh²

2006

Decision Sci J Innov Edu

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The electronic medium continues to play an increasingly important role in the delivery of management education despite a paucity of empirical studies on its impact and efficacy. Results from a study of competitive attitudes and feedback-seeking behaviors across seven "hybrid" electronic cum live classes showed that Kiasu-Negative (a competitive attitude directed at preventing others from getting ahead of oneself) and Kiasu-Positive (a competitive attitude directed at personal diligence to get ahead of others) (Hwang, Ang, & Francesco, 2002) were related to two electronic discussion board feedback-seeking behaviors. These feedback-seeking behaviors, in turn, were related to grade performance as measured by multiple-choice tests. Traditional feedback-seeking measures of asking the professor in class or outside the class, and checking with fellow students for their views on class topics did not have a positive influence on multiple-choice test performance. In light of these findings, educators should consider how best to encourage participation on electronic discussion boards for hybrid type courses, while researchers should further examine the underlying causes of learning from such electronic exchanges. Other implications of these findings are also discussed.

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Providing feedback to distant students

Cited by 13 publications

References 4 publications

A System's View of E‐Learning Success Model

A System's View of E‐Learning Success Model

Usefulness of feedback in e-learning from the students' perspective

Virtual and Traditional Feedback‐Seeking Behaviors: Underlying Competitive Attitudes and Consequent Grade Performance

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