Responding to student writing online: Tracking student interactions with instructor feedback in a Learning Management System

Laflen, Angela; Smith, Michelle K.

doi:10.1016/j.asw.2016.07.003

Cited by 31 publications

(32 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to encourage the interaction and mediation of the teaching and learning process in such virtual environments, Laflen and Smith (2017) carried out studies to optimize the feedback process, using as a strategy the successful practices in their research. In the case study carried out, the authors list as good practices: peer evaluation activities; delimitation of time for feedback; and individual meetings (online).…”

Section: Lopez Andmentioning

confidence: 99%

“…In the case study carried out, the authors list as good practices: peer evaluation activities; delimitation of time for feedback; and individual meetings (online). According to Laflen and Smith (2017), the research aimed to analyze the rate of access to feedback and the impact of making the note available in the same annex as the comments of the activities, or separately. As a result, a decrease in feedback access numbers was identified when the score was made available in isolation.…”

Section: Lopez Andmentioning

confidence: 99%

“…The VLE should provide structured and immediate feedback; Robb and Fisher, 2015;Tuffley and Antonio, 2015;Laflen and Smith, 2017.…”

Section: Good Practices Authorsmentioning

confidence: 99%

“…The proposed activities should influence learning in a collaborative way; Stockleben et al, 2017;Logan, 2012;Peachey, Jones and Jones, 2006. Organization of resources in order to encourage interaction among the actors involved with VLE; Pavey and Garland, 2004;Uys, 2010;Stockleben et al, 2017;Merillat and Scheibmeir, 2016. Redesign of the structure of VLE encouraging innovation as to the method of organization of the same; Lai and Savage, 2013;Power and Kannara, 2016;Linder, Bruenjes and Smith, 2017. Optimization of the elaboration and application of the activities through the tools of the VLE based on the time management; Robb and Fisher, 2015;Lai and Savage, 2013;Tuffley and Antonio, 2015;Laflen and Smith, 2017;Richardson, 2005. Early planning, good organizational skills, greater attention to detail and better written communication skills; Logan, 2012;Lopez;Eldridge, 2010;Merillat;Scheibmeir, 2016. Source: Developed by the authors.…”

Section: Good Practices Authorsmentioning

confidence: 99%

See 3 more Smart Citations

Boas Práticas Em Ambientes Virtuais De Ensino E De Aprendizagem: Uma Revisão De Forma Sistemática Na Literatura

et al. 2019

View full text Add to dashboard Cite

This paper discusses good practices in the virtual teaching and learning environments. It aims to list the best practices available on literature, as well as to identify difficulties in its application and possible solutions. Thus, a systematic literature review was conducted. As a result, beyond listing good practices, were identified some difficulties in the implementation of such models. It was observed that such obstacles revolve around approaches of the teachers' digital competences and the use of collaborative learning tools. In this sense, the research suggests as continuation in future works, the execution of teacher improvement programs and the development of a model with the unifying good practices identified in the literature, aiming to contribute in the technological mediation of complex processes such as the preparation of academic papers.RESUMO: Este artigo apresenta como tema boas práticas em Ambientes Virtuais de Ensino e de Aprendizagem -AVEA. Seu objetivo, além de elencar melhores práticas na literatura, visa identificar dificuldades e soluções em sua aplicação. Assim, realizaram-se diversas buscas bibliográficas de forma sistemática, para selecionar trabalhos relacionados a boas práticas em plataformas virtuais. Como resultado do método de pesquisa, além de melhores práticas aplicadas em AVEA, para efetivar a mediação do processo de ensino e aprendizagem, também identificaram-se algumas dificuldades em sua implementação. Constatou-se que esses obstáculos giram em torno de abordagens sobre competência digital docente e uso de ferramentas de aprendizagem colaborativa. Nesse viés, a pesquisa sugere, como continuidade em trabalhos futuros, a execução de programas de aperfeiçoamento docente e o desenvolvimento de um modelo com a adaptação e unificação das boas práticas identificadas, visando contribuir na mediação tecnológica de processos complexos como a elaboração de trabalhos acadêmicos. Palavras-chave: Ambientes virtuais de ensino e de aprendizagem, boas práticas, ensino superior. ____

show abstract

Section: Lopez Andmentioning

confidence: 99%

Section: Lopez Andmentioning

confidence: 99%

“…The VLE should provide structured and immediate feedback; Robb and Fisher, 2015;Tuffley and Antonio, 2015;Laflen and Smith, 2017.…”

Section: Good Practices Authorsmentioning

confidence: 99%

Section: Good Practices Authorsmentioning

confidence: 99%

See 2 more Smart Citations

Boas Práticas Em Ambientes Virtuais De Ensino E De Aprendizagem: Uma Revisão De Forma Sistemática Na Literatura

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Students are unlikely to read feedback when they see their marks separately. It will be better if, in order to learn his/her marks, a student has to download an attached file with feedback [11].…”

mentioning

confidence: 99%

Organization of Educational Process for Students of Humanitarian and Electrical Engineering Majors on Basis of Moodle Environment

2018

View full text Add to dashboard Cite

The authors of the article draw attention to the relevance of the use of e-learning tools to improve the quality of student preparation, as well as they consider the specifics of pedagogical communication within the framework of the information and educational environment. The language of education changes: there is a transition from written forms to audiovisual ones. In addition to traditional actors of the educational process (a teacher and a student), the third actor appears. It is learning tools that operate on the basis of information and communication technologies. The use of elearning resources in the learning process allows to provide flexible forms of students' interaction with a teacher and educational content; to organize interactive learning, follow-up and final assessment; to facilitate the management of the educational process for a teacher. The combination of in-class and online (extramural) forms of attendance is most effective. Also, it is necessary to include a cooperative learning approach in the e-learning model. The article describes the experience of using the virtual learning environment (Moodle) in organization of the educational process in a number of subjects ("Psychology of Lying", "Ergonomics", etc.) for the students of humanitarian and electrical engineering majors.

show abstract

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Diefes‐Dux

Castro

2022

J of Engineering Edu

View full text Add to dashboard Cite

Background Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback. Purpose/Hypothesis This study investigated whether reflection, as a routine pedagogical intervention grounded in self‐regulated learning theory, promotes the frequency with which students view feedback. Design/Method A quasi‐experimental design was employed to examine the relationship between the use of four different reflection types, as well as no reflection, and students' feedback viewing behaviors in a first‐year engineering course that used standards‐based grading. Clickstream data were gathered through the learning management system to count the number of times students viewed feedback. The number of feedback views was compared by reflection type using descriptive statistics and a generalized linear model; weekly feedback viewing patterns were examined using time‐descriptive graphs and the time‐series cluster analysis. Results Findings suggest reflection has the potential to increase the frequency of feedback views. Reflection not only had a positive and significant effect on the number of times students viewed feedback but also resulted in less variability between course sections and instructors when structured reflections made explicit references to feedback. Conclusions Students need feedback to learn effectively, but many do not view feedback without formal prompting. The authors recommend instructors consistently administer reflections that include explicit pointers to feedback throughout the semester.

show abstract

Responding to student writing online: Tracking student interactions with instructor feedback in a Learning Management System

Cited by 31 publications

References 18 publications

Boas Práticas Em Ambientes Virtuais De Ensino E De Aprendizagem: Uma Revisão De Forma Sistemática Na Literatura

Boas Práticas Em Ambientes Virtuais De Ensino E De Aprendizagem: Uma Revisão De Forma Sistemática Na Literatura

Organization of Educational Process for Students of Humanitarian and Electrical Engineering Majors on Basis of Moodle Environment

Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading

Contact Info

Product

Resources

About