![]() ![]() Thurmond and Wambach (2004) further defined feedback as information exchange between a course instructor and student about course related activities and projects for the purpose of student learning. Theoretical Frameworkįeedback, by design, is to advance student learning and to promote understanding as a communicative process (Public Broadcasting System, 2007). This present study was intended to explore pre-service students’ perceptions and their related rationales toward the way the instructor provided their online assignments with personalized feedback. Given the pros and cons of the traditional conception of grading and the nature of automatic feedback disseminated by computers, an individualized coaching type of feedback makes a lot of sense in promoting student learning and may be something that a course instructor would like to attempt (Chang, 2009). Human interactive elements, unavoidably omitted through this assessment process, in fact, are crucial to effective learning (Chang, 2009), as they not only allow students to know how and where further work is needed, but also enable a course instructor to analyze obstacles to student desirable learning (Chang & Petersen, 2006). A lack of information appropriate to an individual student’s specific learning needs could be adverse to the student’s otherwise high confidence in learning (Chang & Petersen, 2006).įeedback generated by machine/computer signifies an interactive exchange between a learner and a machine. However, this approach fails to acknowledge diverse learning styles, which have pervaded most classrooms today irrespective of their nature, be it a traditional face-to-face meetings or e-learning environments. Northcote (2002) agreed with Peat and Franking in that this methodology reduced the time and cost needed by the course instructor when grading a large number of student assignments. Peat and Franklin (2002) argued that the machine-generated feedback provided students with quiz or exam results without any lingering delay. This relatively novel means of assessment has been proclaimed by some researchers. Popular and widely utilized by many e-instructors in higher education is automatic/machine-generated feedback. In a virtual learning environment, assessing quizzes and exams in this or a similar fashion has been observed as well. Unfortunately and traditionally, this type of assessment appears to be employed frequently in higher education. The reason is largely due to the fact that these symbols are unlikely to propel students’ higher level of thinking or to encourage them to genuinely reflect on their performances for enhancement. Summative grading is “too little, too late” even if the grade is accompanied by some brief notes denoting positive feedback, such as “Good” or “Excellent” or by a few words indicating the need for improvement. In other words, awarding a summative grade is not an adequate response for an instructor to facilitate student learning. Assessment of students’ assignments, therefore, should move beyond the practice usually performed by instructors. Introductionįeedback is intended to help improve one’s study or work. ![]() Keywords : online feedback, personalized instruction, interactions between instructor and student, student learning, assessment process. This research report will also share the negative cases, future research recommendations, and educational implications. The theme of Helpfulness also attaches several categories, offering specific reasons for the participants’ strong preferences to ways that the instructor provided feedback to their assignments. The qualitative analysis identified two themes, including Promptness and Helpfulness. The research findings show that the students strongly and positively supported the way that the feedback was communicated to them. The data was analyzed quantitatively and qualitatively. A sample of 29 students participated in the survey study. This study was also intended to understand reasons behind the students’ perceptions. ![]() The present research study was designed to fill the void by exploring pre-service teachers’ perceptions toward the ways an instructor employed to provide feedback to their assignments. What kinds of feedback are welcomed by e-students and what are reasons behind their positive or negative perceptions? Unfortunately, these are not much and well documented by published literature. ![]() This is a comprehensive study to determine how well feedback systems in distance learning achieve the desired outcomes. It is especially important in teaching and learning for reinforcing correct responses and providing negative reinforcement for incorrect behavior. Editor’s Note: In communication theory (and practice) we use feedback to confirm that messages are correctly received and understood. ![]()
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