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

Abstract

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.

Meaningful learning in business through serious games

“…Its menus and windows are easy to read and understand, permitting the students to understand and interpret the results. Accordingly, the students were guided throughout the experience and provided support and assistance, answering their questions and encouraging feedback (Martínez-Argüelles, Plana, Hintzmann, Batalla Busquets & Badia, 2015;Mayer & Johson, 2010;Yusoff et al, 2010).…”

Implementation of E-Learning During a Pandemic: Potentials and Challenges

“…Rahmawati [16] study also supported that e-The 8 th International Conference on Cyber and IT Service Management (CITSM 2020) On Virtual, October 23-24, 2020 learning has generated multiple benefits to teaching and learning, but some students often prefer detailed feedback from their lecturers as if in the classroom. On the other hand, a study by Martínez-Argüelles and colleagues [27] stated that during the implementation of e-learning, the needs of receiving feedback from the tutors or teachers or instructors become evidently increasing due to limited opportunity for direct interaction. Similar to other studies [27]- [31], feedback would be essential to maintain students' level of motivation in their learning process.…”

“…On the other hand, a study by Martínez-Argüelles and colleagues [27] stated that during the implementation of e-learning, the needs of receiving feedback from the tutors or teachers or instructors become evidently increasing due to limited opportunity for direct interaction. Similar to other studies [27]- [31], feedback would be essential to maintain students' level of motivation in their learning process. Therefore, this issue would probably need further attention due to the importance and students' reliance on their lecturers' feedback in their learning process.…”

“…Therefore, this issue would probably need further attention due to the importance and students' reliance on their lecturers' feedback in their learning process. Lecturers are expected to provide what Martínez-Argüelles and colleagues [27] called as personalized feedback, in which lecturers could respond to every unique question asked by their students.…”

Exploring the tutor-student interaction in a blended university course

“…This type of feedback can give students clear information on whether they are attaining the previewed goals or not, as well as identification of the mistakes they are making and what they are lacking [16]. Espasa investigated feedback given by tutors after assignments of the course and elaborated four semantic dimensions of feedback:…”