Feedback in Distance Education

Ypsilandis, George S.

doi:10.1076/call.15.2.167.8191

Cited by 28 publications

(18 citation statements)

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“…Brunel University has reported how quality-assurance processes can be used to address this issue, including checks on feedback-processing time (Clarke, Butler, Schmidt-Hansen & Somerville, 2004). Where care has been taken over the provision of online feedback, dropout rates are reported to be very low (Ypsilandis, 2002).…”

Section: Introductionmentioning

confidence: 99%

Students' response to traditional and computer‐assisted formative feedback: A comparative case study

Denton

Madden

Roberts

et al. 2007

Brit J Educational Tech

105

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The national movement towards progress files, incorporating personal development planning and reflective learning, is supported by lecturers providing effective feedback to their students. Recent technological advances mean that higher education tutors are no longer obliged to return comments in the 'traditional' manner, by annotating students' work with red pen. This paper considers some of the options currently available for returning computer-assisted feedback, including the Electronic Feedback freeware. This MS Office application enables tutors to readily synthesise and email feedback reports to students. To further ascertain the value of this software, 169 1st-year Pharmaceutical Science and Pharmacy students completed a questionnaire to gauge their reaction to formative feedback on an extended laboratory report. This included 110 responses from students graded by three tutors who marked work using either handwritten annotations or the Electronic Feedback program. Principle component analysis (PCA) of the Likert scale responses indicates that the identity of the marker did not significantly affect the response of students. However, the type of feedback was a factor that influenced the students' responses, with electronic feedback being rated superior. A Mann-Whitney analysis of the satisfaction ratings (generated by PCA) indicates that four features of the assignment and feedback were considered significantly improved when the software was used to create feedback, namely; markscheme clarity, feedback legibility, information on deficient aspects, and identification of those parts of the work where the student did well. Modern academics face a number of challenges if they wish to return meaningful and timely feedback to students, among them large class sizes and infrequent face-to-face contact. It is pleasing to note, therefore, that assessors reported taking less time to mark when using the software. It is concluded that electronic formative feedback can be returned more quickly and may be used to synthesise relevant feedback that is both fair and balanced.

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Section: Introductionmentioning

confidence: 99%

Students' response to traditional and computer‐assisted formative feedback: A comparative case study

Denton

Madden

Roberts

et al. 2007

Brit J Educational Tech

105

View full text Add to dashboard Cite

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“…It was apparent that in 5 of the 11 evaluated sites, immediate automated feedback was enabled (sites 2, 3, 5, 7 and 8). In line with previous studies that showed immediate feedback is appreciated in an online learning environment (Ypsilandis, 2002), as shown in Section 5.3.2, the learners in the current study showed a preference for immediate feedback as it enabled them to know immediately after completing a task item, or a set of task items, whether they had given the right or wrong answer. However, the learners did not want just to be told that their answers were correct or incorrect.…”

Section: Feedbacksupporting

confidence: 70%

“…It is widely accepted that learners benefit from feedback if it is provided when they need it, when it is more than just correct and incorrect remarks, and when it can motivate them to perform better. Website developers should consider seriously the type of feedback most suitable for online learning, as well as its location within the multimedia program, on the basis of previous studies which have suggested that feedback should be easily accessed for learners to benefit from it (Cárdenas-Claros & Gruba, 2010;Ypsilandis, 2002).…”

Section: Feedbackmentioning

confidence: 99%

“…Individualised feedback improves learners' language skills because it targets specific aspects of the skills that need to be improved (Bancheri, 2006 (Pujolà, 2002;Ypsilandis, 2002). To be able to cater for learner differences, learners should be given the freedom to decide whether they want to discover the errors by themselves first or be given explanations on the errors they make (Bangs, 2003;Pujolà, 2001).…”

Section: Feedbackmentioning

confidence: 99%

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Evaluating English listening websites for independent study

Ivone¹

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A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2013 School of Languages and Comparative Cultural Studies i ABSTRACTThe teaching and learning of listening has become more practical and affordable with the support of Internet technology and the World Wide Web. English listening websites are growing exponentially and promise an authentic and interactive language learning experience. This allows learning to be conducted outside class in the form of web-based independent study. Although learners in general show positive attitudes towards web-based materials due to their novelty, convenience, authenticity, and rich cultural content, web-based language learning materials have been criticised because of their quality and the way they explore the medium. Because they contain unregulated materials, English listening websites need to be thoroughly evaluated to determine their effectiveness, but studies that have focused specifically on the listening components of English learning websites are lacking.This study examined the benefits of using web-based listening materials in an independent study program to learners of English as a foreign language at university level. In order to do this, the judgmental and empirical evaluation framework proposed by Chapelle (2001) was adopted. This integrated approach has produced a comprehensive analysis of the characteristics of English listening websites and the use of these types of web-based listening materials in the independent study context. Seventy-eight English department students at a university in Indonesia participated voluntarily in the empirical evaluation. The study was conducted in three stages. In the first stage, the general, technical and pedagogical design features of English listening websites were evaluated using the Comprehensive Evaluation Criteria checklist for evaluating English learning websites developed by Yang and Chan (2008). In the second stage, the learning tasks were examined using a checklist adapted from the Task Appropriateness Criteria developed by Chapelle (2001) and the focus questions for selecting computer-based listening materials proposed by Chapelle and Jamieson (2008). For the empirical evaluation in the third stage of the study, quantitative and qualitative data from questionnaires, learning journals, group interviews, listening proficiency tests and course management system logs were analysed to describe not only learners' perceptions of the web-based listening materials but also the benefits they gained and the challenges they experienced in using the materials in the independent study program.The empirical evaluation findings confirm and supplement those of the judgmental evaluations.Although the participants found the web-based listening materials interesting, suitably varied in topics, tasks and accents, and useful for practising listening, the findings showed that improvements ii to the general, technical and pedagogical design of the evaluated English listening websites would make them gene...

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“…whether proposed, selected or adopted by the teacher (Ypsilandis, 2002). Moreover, pedagogic t a s k s designed on the basis of real academic and business responsibilities that learners will have to face in their future careers would increase their awareness regarding the suitability of the course and further improve their linguistic confidence and performance when these needs arise (Dornyei, 2001;Ellis, 2003).…”

mentioning

confidence: 99%