Student Perceptions of Teacher Online Feedback

Abstract

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.

A Qualitative Exploration of Challenges Experienced by Online MSN Nurse Educator Students

“…Group participation required learners to engage in problematic and unwanted collaborations as previously suggested by Hampton and El-Mallakh (2017). Adding to results from Leibold and Schwarz (2015), students perceived a lack of faculty engagement and stated responses were not individualized and, in many instances, not timely. Similar to findings by Bawa (2016), unanticipated life challenges regarding family prompted participants to drop a course, take an incomplete, or repeat a course, leading to doubt about their ability to graduate.…”

The Learner Care Dashboard: An Innovation in Student Support

“…Throughout the term, students received outreach through LCD that may or may not have fallen within the SLA recommended timeframe. Since feedback's effectiveness often depends on its timeliness (Leibold & Schwarz, 2015), we created SLA categories based on timeliness. 1 are interpreted somewhat differently since student-course combination is the unit of analysis when we report course completion rate.…”

Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses

“…Successful feedback interventions require the provision of concrete and timely information tailored to learners' needs (Dawson et al, 2019; Hattie & Timperley, 2007; Leibold & Schwarz, 2015). Thus, awareness about the individual learners' state, through the interpretation of diverse verbal and non‐verbal sources, is needed to personalize scaffolding (Henderson et al, 2019).…”

“…Such awareness may be effectively achieved in face‐to‐face tutoring due to the directness of students‐teacher interactions. However, when shifting to online learning, especially in massive and asynchronous settings, such as MOOCs, the provision of timely and personalized feedback raises multiple challenges (Leibold & Schwarz, 2015; Ryan et al, 2019) due to: the vast learners‐to‐instructors ratio, which increases instructors' workload (Almatrafi et al, 2018), the heterogeneous learners' population in terms of knowledge background, goals, and preferences (DeBoer et al, 2013), and, the asynchronous interaction among the participants. …”

“…Successful feedback interventions require the provision of concrete and timely information tailored to learners' needs (Dawson et al, 2019;Hattie & Timperley, 2007;Leibold & Schwarz, 2015).…”