What Makes Learners Share Feedback or Not in an Online Community for Education

Abstract

Some higher education institutions create online communities to achieve engagement between teachers and learners. Unfortunately, some members seem to prefer sharing feedback via offline means instead of doing so in the online community. From qualitative data collected via flashcards, this article has found that this preference is largely due to their need for anonymity, and convenience that such offline means afford, but is largely absent in most online communities for education, e.g. Google Classroom. In addition, others preferred the offline means because they did not require an online connection – a resource whose absence could be a constraint in a resource-poor area such as the setting of this paper. The findings are discussed in terms of the implications for research and practice, and recommendations proffered.

Anonymity, Systems Characteristics, and Feedback Provision in Online Learning Communities

“…In terms of research, this study resolves the inconsistencies found in earlier results about the effect of anonymity in feedback provision. Even though Budu (2018) found that young learners preferred anonymity in online spaces, this study provides good grounds to statistically generalise this assertion. The same applies to the finding concerning the role of aesthetics -a system characteristic -and feedback provision.…”

“…The study observed that perceived identity verification strongly influenced knowledge contribution. On the contrary, Budu (2018) observed that the lack of anonymity on Google Classroom discouraged students from giving feedback. In a related study, Wiafe et al (2020) explored how persuasive social principles are been integrated into online community platforms to enhance information exchange.…”

“…Moreover, findings from existing studies seem to contradict. For instance, whereas Budu (2018) advocates for anonymity, Ma & Agarwal (2007) believe that verifiable identity will boost information exchange in online communities. To address these gaps, this study explains the role of system features in online communities for education.…”

“…Many of these studies have focused on group impetus and the personality traits of members. For instance, extant studies Koranteng, Wiafe, & Kuada 2019;Budu 2018;Li 2015;Chiu, Hsu, & Wang 2006) have explained learner behaviour (such as collaboration, knowledge sharing, engagement, and feedback provision) in online communities under the lenses of the social capital, social cognitive and social exchange theories. Only a few studies have explored the effect of system characteristics despite many established theories (e.g.…”

What are the key attributes of effective online teachers?

“…Another aspect that was emphasised in the literature was the notion of an online community of learners (Archard, 2014;Bryant & Bates, 2015;Budu, 2018;del Rosal, Ware, & Montgomery, 2016;Khoo, Forret, & Cowie, 2010;Sun & Chen, 2016;Yuan & Kim, 2014). Ouzts (2006) defines this term as "a group of learners who have a sense of belonging" (p. 2).…”