Transitional feedback schedules during computer-based problem-solving practice

Johnson, Amy M.; Reisslein, Jana; Reisslein, Martin

doi:10.1016/j.compedu.2014.10.020

Cited by 12 publications

(3 citation statements)

References 79 publications

(68 reference statements)

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“…By sharing their own experience, suggesting tools and giving advice, educators can provide an answer to students who ask what they should do next. This can improve the reception of the feedback 47,94,95 . Moreover, sharing in this way sent a message of caring, closeness and connection (we are both dealing with similar difficulties), as well as the feeling that important, helpful information is shared, allowing them the opportunity to learn from the educator's personal‐professional experience.…”

Section: Discussionmentioning

confidence: 99%

Medical students' experiences and needs from written reflective journal feedback

2020

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Introduction Reflective ability is an important skill for enhancing professionalism and developing communication skills. To improve reflective ability, medical educators encourage use of written reflective journals, for which feedback is important. It is difficult for educators to anticipate how their feedback will be perceived. Therefore, this study examined students' experiences with educators' written feedback on reflective journals. Methods A qualitative, immersion/crystallization analysis of 60 written feedback texts to 15 medical students (30 identified by students as meaningful and 30 as less meaningful) and in‐depth semi‐structured interviews with these students. We did not define ‘meaningful’, to leave room for students' own interpretations. We analysed the feedback to identify what it includes (its components) and analysed the interviews to learn about students' experiences of receiving the feedback and the specific components. Results Students experienced five components as meaningful: supportive and encouraging statements; legitimisation of their emotions; educators sharing personal‐professional experiences; asking questions to enhance reflection; and focusing on the students' main concern. These components enhanced students' willingness to read and learn from the feedback. Three components were experienced as less meaningful: detached, impersonal feedback; negative tone (criticism); and technical issues, for example brevity. These disappointing and hurtful components led students to pay less attention to the feedback or to invest less effort in future written assignments. Conclusions The present study identified components in written reflective journal feedback texts and the experience and needs of students who received them. It showed the complexity of writing reflective feedback because of the need to support students through it, help them deal with emotions, identify and focus on personal content that matters to them, and provide opportunities to develop and enhance their reflective ability, while being mindful of their emotional state. To help educators in this challenging task, a self‐assessment mnemonic (‘FEEDBACK’) for use before sending the initial feedback was developed.

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Section: Discussionmentioning

confidence: 99%

Medical students' experiences and needs from written reflective journal feedback

2020

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“…Research in the learning sciences emphasises the important role of feedback in using external representations to aid reasoning and problem solving (Johnson, Reisslein, & Reisslein, 2015). Of particular interest in this age of artificial intelligence, is the application of feedback to exploratory or discovery learning that is supported by exploratory learning systems (ELEs).…”

Section: Introductionmentioning

confidence: 99%

Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools

Zhang

Gao

Holmes

et al. 2019

Interactive Learning Environments

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Feedback in intelligent tutoring systems has been depicted as an important contributor to encourage exploration. However, few studies have explored learners' interaction patterns associated with feedback and the use of external representations in exploratory learning environments. This study used Fractions Lab, an exploratory learning environment for mathematics, to facilitate children's conceptual understanding of fractions in three Chinese schools. Students (n = 189) from six different classes were invited to use Fractions Lab, and 260,000 event logs were collected. Beyond demonstrating the overall efficacy of the approach, lag sequential analysis supported us in approaching a deeper understanding of patterns of interaction. The findings highlight that the design of three-levels of feedback (Socratic, guidance, and didactic-procedural feedback) played different roles in supporting students to use external representations to perform mathematical tasks in an exploratory learning environment. This study sheds light on how these interaction patterns might be applied to the Fractions Lab system in order to provide increasingly tailored support, based on cultural differences, to enhance students' technology-mediated learning experiences.

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“…Frequent and immediate feedback is critical for learning (Narciss & Huth, 2004). It is widely recognized as one of the most powerful influences on students' learning (Johnson, Reisslein & Reisslein, 2015). Through feedback, students can reflect back, know about what they are doing well and what do they need to improve.…”

Section: Introductionmentioning

confidence: 99%

How do Students Perceived Computerized Feedback as Effective?

Fui

Lian

2018

EURASIA J MATH SCI T

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Feedback plays an important role in fostering deep learning. It is widely recognized as one of the most powerful influences on students' learning. Meanwhile, timeliness is one of the important elements for feedback to be effective. In line with the technology development, the trend of feedback delivery has been shifted from conventional written and oral feedback to computerized feedback. It can be planned and delivered to students in a timely manner. To fully utilize the advantage of computerized feedback, students' views should be taken into account. This study investigated students' perception on computerized feedback through semi-structured interviews. From the results, seven themes were identified: (1) Meaning, (2) Content, (3) Comprehensibility, (4) Usefulness, (5) Timeliness, (6) Emotion, and (7) Attention. The findings of this study emphasize the needs for understanding students' perceptions of computerized feedback to maximize its role in improving students' performance.

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Transitional feedback schedules during computer-based problem-solving practice

Cited by 12 publications

References 79 publications

Medical students' experiences and needs from written reflective journal feedback

Medical students' experiences and needs from written reflective journal feedback

Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools

How do Students Perceived Computerized Feedback as Effective?

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