Understanding Instructor Immediacy, Credibility, and Facework Strategies Through a Qualitative Analysis of Written Instructor Feedback

Gardner, Elizabeth E.; Anderson, Lindsey B.; Wolvin, Andrew D.

doi:10.1080/17459435.2016.1247113

Cited by 10 publications

(3 citation statements)

References 16 publications

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“…The students should rush their time to submit two assignments for every course. Therefore, the result of hit distribution in LMS as a part of Learning Analytics (LA) holds a similar finding of Gardner et al (2017) and Laflen and Smith (2016) studies. It enables the identification of positive and negative impacts in teacher feedback interactions that are invisible in a traditional classroom and has practical implications for course administration.…”

Section: Discussionsupporting

confidence: 73%

EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

Suci

Basthomi

Mukminatien

et al. 2021

Indonesian J. Appl. Linguist.

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This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such ﬁndings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.

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Section: Discussionsupporting

confidence: 73%

EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

Suci

Basthomi

Mukminatien

et al. 2021

Indonesian J. Appl. Linguist.

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show abstract

“…Khalil et al gave a survey (Khalil and Ebner, 2016) on learning analytics and divided the methods into seven categories: data mining techniques – the prediction of students’ academic achievement (Asif et al , 2017), detecting students at risk using clicker responses (Choi et al , 2018) and forecasting the relation between studying time and learning performance (Jo et al , 2014); statistics and mathematics – building a grading system (Vogelsang and Ruppertz, 2015) and temporal discourse analysis of an online discussion (Lee and Tan, 2017); text mining, semantics and linguistic analysis – summarization of students’ learning journals (Taniguchi et al , 2017) and understanding students’ self-reflections (Kovanović, 2018); visualization – comprehensive overview of students’ learning from learning management system (Poon et al , 2017), awareness tool for teachers and learners (Martinez-Maldonado et al , 2015) and a learning analytics dashboard (Aljohani et al , 2018); network analysis – relationship analysis between technology use and cognitive presence (Kovanović, 2017), classification of students’ patterns into categories based on the level of engagement (Khalil and Ebner, 2016) and a network analysis of LAK (Learning Analytics and Knowledge) conference papers (Dawson et al , 2014); qualitative analysis – an evaluation of discussion forums of MOOCs (Ezen-Can et al , 2015) and analyzing instructors comments (Gardner et al , 2016); and gamification – e-assessment platform with gamification (Gañán et al , 2017), gamified dashboard (Freitas et al , 2017) and a competency map (Grann and Bushway, 2014). …”

Section: Introductionmentioning

confidence: 99%

“…qualitative analysis – an evaluation of discussion forums of MOOCs (Ezen-Can et al , 2015) and analyzing instructors comments (Gardner et al , 2016); and…”

Section: Introductionmentioning

confidence: 99%

Real-time learning analytics system for improvement of on-site lectures

Shimada

Konomi

Ogata

2018

ITSE

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Purpose -The purpose of this study is to propose a real-time lecture supporting system. The target of this study is on-site classrooms where teachers give lectures and a lot of students listen to teachers' explanations, conduct exercises, etc.Design/methodology/approach -The proposed system uses an e-learning system and an e-book system to collect teaching and learning activities from a teacher and students in real time. The collected data are immediately analyzed to provide feedback to the teacher just before the lecture starts and during the lecture. For example, the teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. During the lecture, real-time analytics graphs are shown on the teacher's PC. The teacher can easily grasp students' status and whether or not students are following the teacher's explanation.Findings -Through the case study, the authors first confirmed the effectiveness of each tool developed in this study. Then, the authors conducted a large-scale experiment using a real-time analytics graph and investigated whether the proposed system could improve the teaching and learning in on-site classrooms. The results indicated that teachers could adjust the speed of their lecture based on the real-time feedback system, which also resulted in encouraging students to put bookmarks and highlights on keywords and sentences.Originality/value -Real-time learning analytics enables teachers and students to enhance their teaching and learning during lectures. Teachers should start considering this new strategy to improve their lectures immediately.

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Communication Following the SACCIA Framework may Weaken the Relationship Between the Dark Triad and Academic Misconduct

Stojanov,

Hannawa,

Adam

2024

Communication Reports

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Understanding Instructor Immediacy, Credibility, and Facework Strategies Through a Qualitative Analysis of Written Instructor Feedback

Cited by 10 publications

References 16 publications

EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

Real-time learning analytics system for improvement of on-site lectures

Communication Following the SACCIA Framework may Weaken the Relationship Between the Dark Triad and Academic Misconduct

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