Perception of online feedback and its impact on cognitive and emotional engagement with feedback

Abstract

Online feedback plays a key role in learning, but this requires that students engage with feedback. Some authors identify students’ perception of feedback as relevant to understanding engagement. To measure the effect that perceived feedback (specifically its valence) has upon engagement with feedback, a quasi-experimental study has been carried out between two groups of master’s students (191 students, 91.6% women, with a mean age of 30.6 years): a group in which students had the possibility to resubmit an assignment after feedback and another group in which students only received feedback at the end of the assignment. Results show there are no significant differences between both groups regarding the perception of the feedback. However, the results point to the importance of feedback valence perception in resubmission situation. In this situation, a significant relationship between emotional engagement and cognitive engagement with feedback was identified depending on how the feedback was perceived. The main conclusions are the need of incorporating opportunities for resubmission to promote engagement with feedback, the relevance of the perception of feedback, and the role of emotional engagement plays in relation to cognitive engagement with feedback.

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

“…Moreover, the flexible digital models have shown its effectiveness in improving the learning outcomes, satisfaction, and progression for the students [13], [21], [77]. Interestingly, existing studies have shown that online feedback systems, such as the SET instrument described in this study, can be effective for understanding the different pathways or outcome (impact) of the teaching and learning processes, especially used for promotion of students' engagement and success [78].…”

Undergraduates’ Perception, Engagement and Learning Experience in Online Learning amid Covid-19 Pandemic

“…A study by Mayordomo et al (2022) on online learners found that perception positively impacts students' emotional engagement. Students become engaged emotionally when they perceive that lecturers are providing feedback on their work.…”

“…Besides, researchers have reported that students' perception significantly influences their level of engagement in online learning (e.g. Mayordomo et al, 2022). However, to the knowledge of the authors, no study has yet explored the mediating role of engagement between students' perception and learning experience.…”

“…Findings have shown that students' perceptions influence their engagement (Malik, 2023;Mayordomo et al, 2022), satisfaction (Kuh, 2009) and academic performance (Farrell & Brunton, 2020). Satisfaction is also influenced by how the students perceive their learning experience, and it is associated with academic performance (Biner et al, 1997) and persistence rate (Joo et al, 2013).…”

El rol facilitador del docente en la formación online asíncrona y los resultados académicos: Un estudio exploratorio

“…La retroalimentación no debe ser entendida simplemente como la acción de corregir, sino más bien, como un proceso dialógico en que los estudiantes puedan implicarse para contribuir de manera concreta y efectiva en su aprendizaje (Guasch y Espasa, 2020). Una estrategia eficiente para lograr implicación puede ser la reelaboración de los trabajos (Quezada Cáceres y Salinas Tapia, 2021; Espasa-Roca y Guasch-Pascual, 2021;Mayordomo et al, 2022), permitiendo a los estudiantes percibir de mejor forma la utilidad del feedback, mejorar sus resultados de aprendizaje y generar niveles más altos de compromiso.…”