Analysing feedback processes in an online teaching and learning environment: an exploratory study

Abstract

Within the constructivist framework of online distance education the feedback process is considered a key element in teachers' roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identify the presence of feedback according to the regulation of learning required; characterise this feedback according to content (i.e. the meaning of feedback); and, finally, to explore possible relationships between feedback and the results of the teaching and learning process (i.e. students' satisfaction and final grades). The results for a sample of 186 students, taking nine courses at the Open University of Catalonia, are discussed in the light of feedback, which is considered a central element in university teaching practice in online environments. We conclude that, in general, the presence of feedback is associated with improved levels of performance and higher levels of satisfaction with the general running of the course.

Understanding feedback: A learning theory perspective

“…In the GAS strategy, teachers provide the correct answer; in the PAS strategy, teachers support and evoke learners to provide the correct answer. In addition, several articles from cognitivism (Murphy, 2010;Nassaji, 2011), social cultural theory (Espasa & Meneses, 2010), and social constructivism (Van der Kleij et al, 2012) made a distinction between Knowledge of Correct Response (KCR) only or elaborated feedback before KCR. In KCR, the learners are acknowledged that their answers are correct or not, whereas elaborative feedback supports the learners to attempt self-correction and provides hints.…”

“…In addition, reasoning from social cultural theory and social constructivism, feedback can be formative or summative (Brinko, 1993;Espasa & Meneses, 2010;Martens et al, 2010;Pokomy & Pickford, 2010). Furthermore, these learning theories both suggested that feedback should be accurate and irrefutable (Brinko, 1993;Gielen et al, 2010) and feedback should be relevant and meaningful (Ackan & Tatar, 2010;Brinko, 1993;Martens et al, 2010;Ovando, 2005).…”

“…Moreover, feedback should contain information about progress or the next step, as Rodriguez et al (2009) from behaviourism, Espasa and Meneses (2010) and Orsmond and Merry (2011) from social cultural theory, and Hattie and Timperley (2007), Gibbs and Simpson (2004), and Li et al (2010) suggested from social constructivism. Espasa and Meneses (2010) specified information on progress as hints on how to improve and Orsmond and Merry (2011) as suggesting further study.…”

“…Articles from the social cultural theory are more specific as they suggested that feedback should create cognitive dissonance (Brinko, 1993) and that feedback should invite to obtain further information needed to accomplish a task (Espasa & Meneses, 2010). Moreover, feedback should engage students in thinking, as Orsmond and Merry (2011) from a social cultural point of view and Fund (2010) from a social constructivistic point of view suggested.…”

“…Brinko (1993) concluded that timely and specific feedback is effective. Espasa and Meneses (2010) concluded that formative feedback supports learning processes and that it leads to general satisfaction with the course. Brinko (1993), in a review on effective feedback for faculty staff, provided insights into what effective feedback is like.…”