Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers
Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers
复制标题
DOI：
10.3390/systems9010010
复制
发表时间：
2021-01
期刊：
影响因子：
--
通讯作者：
Amin Marei;Susan A. Yoon;Jae-Un Yoo;Thomas Richman;Noora F. Noushad;Katherine Miller;Jooeun Shim
中科院分区：
文献类型：
--
作者：
Amin Marei;Susan A. Yoon;Jae-Un Yoo;Thomas Richman;Noora F. Noushad;Katherine Miller;Jooeun Shim
许多研究人员已经确定，需要更全面地了解反馈在支持在线环境中学习的作用。本研究探讨我们的设计，开发和实施的在线反馈促进系统如何影响高中科学教师的学习异步教师专业发展在线课程。然后，我们描述教师和促进者的，即，反馈提供者对支持参与者学习和参与的系统特征的有效性的感知。我们的工作也响应了最近的呼吁，开发一个更细致入微的理解反馈的复杂性如何影响学习，并需要更多的定性研究在线辅导员和学习者的经验与新技术的工作。结果表明，尽管很难分析复杂的变量影响学习者的互动和反馈系统的看法，设计自适应反馈系统，借鉴基于设计的实施研究（DBIR）的原则提供承诺，提高系统的贡献，教师学习。
Many researchers have identified the need for a more holistic understanding of the role of feedback in supporting learning in online environments. This study explores how our design, development, and implementation of an online feedback facilitation system influenced high school science teachers’ learning in an asynchronous teacher professional development online course. We then describe teachers’ and facilitators’, i.e., feedback providers’, perceptions of the effectiveness of the system’s features for supporting participants’ learning and engagement. Our work also responds to recent calls for developing a more nuanced understanding of how the complexity of feedback influences learning and the need for more qualitative research on online facilitators’ and learners’ experiences working with new technologies. Results demonstrated that, despite the difficulty of analyzing the complex variables influencing learners’ interactions and perceptions of the feedback system, designing adaptive feedback systems that draw on the principles of design-based implementation research (DBIR) offer promise for enhancing the systems’ contributions to teacher learning.