Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback
Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback
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在线课堂中的个性化与集体教师反馈：反馈类型
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Jody Oomen
中科院分区：
文献类型：
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作者：
T. Gallien;Jody Oomen
对在线学习的需求从未如此之大。对于教师来说，在虚拟教室中教学需要一套新的技能和实践。在线教师必须为伴随在线教育而来的书面交流需求的增加做好准备，例如需要大量的时间来回答学生的询问和提供作业反馈。本比较研究的目的是确定当教师使用集体反馈与个人反馈时，学生的静坐、表现和与教师的“联系”感是否有显著差异。此外，本研究还考察了其他两个变量：提供反馈类型所需的时间以及学生先前的在线学习经验。四个在线健康课程被随机分配到两个治疗组之一：个性化或集体。个性化组的学生在每次作业中都收到了教师的个人反馈。集体小组的学生收到了来自教师的集体反馈文件，总结了整体课堂表现，改进方法和学生观点。通过在线调查和课程评估收集数据。研究结果显示，接受个性化反馈的学生比接受个性化反馈的学生更满意，
The demand for online learning has never been greater. For faculty, teaching in the virtual classroom requires a new set of skills and practices. Online instructors must prepare for the increased written communication demands that accompany online education, such as the large amount of time needed to respond to student inquiries and to provide feedback on assignments. The purpose of this comparative study was to determine if there were significant differences in student sat isfaction, performance, and perceived “connectedness” to the instructor when the instructor used collective versus person alized feedback. In addition, this study examined two other variables: the time required to deliver the type of feedback as well as students’ prior experience with online learning. Four online health courses were randomly assigned to one of two treatment groups: personalized or collective. Students in the personalized group received individual feedback from the instructor on each assignment. Students in the collective group received a collective feedback document from the instructor that summarized overall class performance, ways to improve, and student perspectives. Data were collected using an online survey and course evaluations. The findings revealed that students who received personalized feedback were more satisfied and performed academically better than