Unravelling the Lecturer's feedback quality and the Students' engagement in Online Learning

Abstract

This study aimed to reveal the lecturer’s feedback quality intertwined with students’ engagement in online learning through a WhatsApp group. Also, it unraveled the follow-up actions conducted by the students regarding the feedback. 24 graduate students studying in one of the universities in Bandung city involved. A mixed-method, an explanatory sequential design, was used. Utilizing questionnaires, the study reveals that with a mean of 82.38 and standard deviation of 6.51, the lecturer’s feedback was deemed good with some qualities emanated through the in-depth interviews comprising ‘timely’, detail and relevant to the materials learned, facilitative, supportive, and objective. Meanwhile, with the mean of 73.43 and standard deviation of 10.92, the students’ engagement is considered good, yet challenging issues were found concerning the learner autonomy and the students’ motivation. Moreover, it was found that with the 95% level of confidence the p-value obtained was higher than the 95% level of significance, i.e. p>.05=.98>.05, hence the regression model between the two variables was considered linear. However, at the level of 95% level of significance, it was found that there was no significant relationship between the two variables, i.e. .097 >.050. Moreover, consulting with friends and the lecturer and reading relevant materials constituted the alternatives the students did to handle issues concerning the feedback.Keywords: assessment for learning, online learning, students’ engagement, lecturer’s feedback

Teachers’ Perception and Practices on Giving Feedback on Students’ Work During Online Learning

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