Three Forms of Instruction

Kowitz, Gerald T.; Smith, Jay

doi:10.2190/7m4a-w0g1-4dfy-kfet

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…Appropriate feedback to learners in learning process is a crucial part of education since it can facilitate learning. In online learning, feedback is provided in the synchronic and asynchronic formats (Kowitz and Smith, 1987). Because of the differences between this kind of learning and traditional classroom including the physical separation of the teacher and learners, special kinds of feedback are applicable (Keegan, 1990).…”

Section: Statement Of the Problemsmentioning

confidence: 99%

EFL Learners’ Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus

Naderi¹

2018

Anatolian Journal of Education

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This study investigated the effect of explicit text based and implicit emoticons and emoji based feedback through social network on the EFL learners' grammar knowledge development. To fulfil this purpose, one control group and two experimental groups each consists of 20 learners were selected. The pre-test was conducted to evaluate learners' grammar knowledge. During the term, three types of verb in English were instructed in the classroom for all three groups in a same way. For two experimental groups two separate telegram groups were created in which the learners of one experimental group received explicit text-based feedback and the other group received implicit emoticons and emoji based feedback and the control group received no feedback on their grammar exercises' answers. At the end of the course, the posttest was administered to investigate the effect of two kinds of feedback. Finally, the interviews were conducted with 10 members of each experimental group. The results of the one-way ANOVA revealed that these two kinds of feedback had significant effect on the EFL learners' grammar knowledge development, also the superiority of the experimental group with explicit text-based feedback was found. The interviews' findings indicated that most of the learners preferred explicit text-based feedback.

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Section: Statement Of the Problemsmentioning

confidence: 99%

EFL Learners’ Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus

Naderi¹

2018

Anatolian Journal of Education

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“…Research has shown that instructor feedback helps students to validate their understanding of concepts and theories during the learning process (Bruner, 1962). It is communication between a learner and an instructor referencing an instructional question, which enhances learning (Kowitz & Smith, 1987).…”

Section: Introductionmentioning

confidence: 99%

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

Conrad

Dabbagh

2015

International Journal of Online Pedagogy and Course Design

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Feedback is considered to be the bridge between what has been learned and what the student should know. Feedback can correct misconceptions, motivate learners, stimulate deep thinking, and guide future behavior. However, in the online environment instructors must rely upon technologies to deliver feedback to students. To better understand the prompts and processes for online delivery of feedback, a descriptive study of higher education instructors who teach online was conducted to discover what events trigger instructor feedback and what tools the instructors choose to administer this feedback to online students. Results of the study revealed that the chosen feedback delivery mode and method are impacted by an instructor's technology expertise, the class size, and audience composition and assessment type. The study revealed that instructors teaching online have transformed their pedagogy by purposively planning feedback methods into their course design and applying reflective methods into their teaching style.

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“…Educators use discussion board forums in addition to other forms of communication technology to help students gain a greater understanding of course content while encouraging peer-to-peer (p2p) education. By purposefully creating environments for p2p "creation of knowledge", educators are encouraging what Kowitz and Smith (1987) "defined as the third and most advanced form of instruction" (Moore, 1993, p. 33). Through the utilization of ever increasing technological advancements healthcare educators are able to communicate with students from across the world in real time virtual classrooms which can simulate real world environments.…”

Section: Transactional Distancementioning

confidence: 99%

“…Instructors can also create real-time student-to-student interactions through the use of small group projects which can help to create shared meanings and the creation of new knowledge (Kowitz & Smith, 1987). Further, interactions between course content and students can be emphasized in the traditional F2F classroom quickly through the use of application, Q/A and case study sessions.…”

Section: Intentional Interactionmentioning

confidence: 99%

The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

Wing¹

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The quantitative study presented here evaluates the effects of formative and summative assessment on student's connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course.Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format.This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided with formative assessment procedures while the other two cohorts were provided with primarily summative assessment. A survey-based tool was created and delivered to students' post-course completion which gathered information on a students' sense of connectedness, satisfaction, and learning, whereas academic performance equated to final course grade earned.A one-way ANOVA was performed utilizing SPSS to identify statistical differences between formative and summative assessment cohorts. Analysis results indicated that the formative cohorts were higher in all areas explored and statistically significantly higher in the areas of learning and academic performance. Additional discussion regarding the results as well as future research recommendations are provided at the conclusion of this quantitative study within chapter five.

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Three Forms of Instruction

Cited by 9 publications

References 11 publications

EFL Learners’ Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus

EFL Learners’ Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus

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

The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

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