Exploiting Online Interactivity to Enhance Assignment Development and Feedback in Distance Education

Macdonald, Janet

doi:10.1080/02680510120050334

Cited by 19 publications

(25 citation statements)

References 11 publications

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“…Most students agreed or totally agreed that this kind of feedback was basically aimed at providing the correct answer (83.1%) or providing information on errors (69.4%), rather than at improving their work (51.8%), or how to take learning deeper (47.9%). In this kind of feedback-known as a 'model answer' in online teaching and learning environments (see, among others, Collis et al 2001 andMacdonald 2001)-the teacher simply provides the correct answer for students to make their own comparative evaluation. In other words, the teacher gives students the responsibility for taking advantage of feedback within the learning process using their own initiative.…”

Section: The Presence Of Feedback In Online Environmentsmentioning

confidence: 99%

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

2009

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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.

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Section: The Presence Of Feedback In Online Environmentsmentioning

confidence: 99%

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

2009

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“…Twenty-one articles reasoned from social constructivism: Licklider (1995), Black and Wiliam (1998), Tillema and Smith (2000), MacDonald (2001), Manouchehri (2002), Mory (2003), Schelfhout, Dochy, and Janssens (2004), Gibbs and Simpson (2004), Yang and Liu (2004), Weaver (2006), Hattie and Timperley (2007), Brandt (2008), Segers, Gijbels, and Thurlings (2008), Landry, Anthony, Swank, andMonseque-Bailey (2009), Fund (2010), Gielen, Peeters, Dochy, Onghena, and Struyven (2010), Kretlow and Bartholomew (2010), Li, Liu, and Steckelberg (2010), Martens, de Brabander, Rozendaal, Boekaerts, and Van der Leeden (2010), Colasante (2011), and Van der Kleij, Eggen, Timmers, and Veldkamp (2012).…”

Section: Data-analysismentioning

confidence: 99%

“…Five reviewed articles examined students' perceptions of the learning environment and feedback (Brandt, 2008;MacDonald, 2001;Segers et al, 2008;Tillema & Smith, 2000;Weaver, 2006). Two of them found significant results.…”

Section: Social Constructivismmentioning

confidence: 99%

Understanding feedback: A learning theory perspective

Thurlings

Vermeulen

Bastiaens

et al. 2013

Educational Research Review

183

114

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“…Notably, positive student learning experiences are more likely to occur when a lecturer is evidently present in an online course to secure student "buy-in" as stated in Pallof & Pratt (1999, p. 4). Applying a different approach to achieve the same outcome, Nagel and Kotze (2010) Feedback has long been acknowledged as singularly motivational, particularly for students studying at a distance or online (Curtis & Lawson, 2001;Macdonald, 2001;Johnson & Aragon, 2003;Moore & Kearsley, 2011).…”

Section: 60%mentioning

confidence: 99%

Open Educational Resources: a regional university’s journey

Koroivulaono¹

2014

RUSC. Univ. and Know. Soc.

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In a region of geographically scattered, small island states, developing quality-enhanced learning materials across the hugely diverse, predominantly ocean-based learning and teaching environments, continues to present new challenges. This paper explores the potentially transformative nature of Open Educational Resources (OER) in a regional university. Against the backdrop of the bold, new Strategic Plan 2013-2018, University of the South Pacific (USP) educators are faced with transforming learning systems, practices and pedagogy to achieve excellent standards in learning teaching and knowledge creation. Selected case studies are provided to support the discussions for the application and development of OER at USP and the integration of Open Learning Design (OLD) principles and practices. In the drive to enhance the quality of learning and teaching through integrating OER and OLD, research provides the most compelling results for informing practice to achieve effective and sustainable responses to the achievement of the Strategic Plan objectives. Keywords

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Exploiting Online Interactivity to Enhance Assignment Development and Feedback in Distance Education

Cited by 19 publications

References 11 publications

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

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

Understanding feedback: A learning theory perspective

Open Educational Resources: a regional university’s journey

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