Understanding feedback: A learning theory perspective

Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

doi:10.1016/j.edurev.2012.11.004

Cited by 183 publications

(151 citation statements)

References 63 publications

(252 reference statements)

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“…The fourth dimension is positive vs. neutral vs. negative and concerns whether feedback is expressed in a positive way (e.g., providing compliments), in a negative way (e.g., conveying slate or attacking the receivers), or in a neutral way (i.e., neither positive nor negative; e.g., Scheeler et al, 2004). Based on our literature review, we assumed that goal-directed, specific, and detailed feedback that is formulated in a neutral manner is more effective for learning than feedback that is person-directed, general, vague, and formulated either too positive or too negative (Thurlings et al, 2013;Thurlings, Vermeulen, Kreijns et al, 2012). These four dimensions are central in the observation instrument we used.…”

Section: How We Defined Effective Observed Feedback In Our Studiesmentioning

confidence: 99%

“…Moreover, many studies on feedback to teachers examine teachers' perceptions of feedback or manipulated feedback characteristics to reveal their effectiveness. To further study feedback processes, we recommended applying observational techniques (Thurlings et al, 2013). In this section, we elaborate on the rationale for how we defined and described effective observed feedback.…”

Section: How We Defined Effective Observed Feedback In Our Studiesmentioning

confidence: 99%

“…The research project aimed to provide more insights into the feedback processes among teachers and consisted of a literature review and several empirical studies. The literature review's (Thurlings, Vermeulen, Bastiaens & Stijnen, 2013) aim was to update Scheeler, Ruhl and McAfee's (2004) findings. Scheeler et al (2004) were the first, to our knowledge, who reviewed literature on feedback to teachers.…”

Section: Overview Of Our Previous Workmentioning

confidence: 99%

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The role of feedback and social presence in an online peer coaching program for student teachers

Thurlings

Vermeulen

Bastiaens³

et al. 2014

AJET

Self Cite

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Feedback is essential in any kind of learning. This study focused on feedback in online learning and conceptualized feedback as a social interaction process. Online learning rests on social interaction, which is affected by feelings of social presence. Therefore, we investigated received and perceived online feedback, and the coherence between them. In addition, we studied the influence of social presence on feedback processes. Sixteen Dutch student teachers, who followed a 1 year customized postgraduate teacher education course, engaged in an online peer coaching program using Skype. Data could be collected from 8 different participants and 966 feedback utterances were analysed. In order to determine the quality of this received feedback, an observational instrument was used. In addition, questionnaires were filled in that addressed student teachers' feedback perceptions and feelings of social presence. Findings showed that participants with higher feedback perceptions received more effective observed feedback than participants with lower perceptions. Feelings of social presence affected perceived and observed feedback, however the social presence items need further validation. This study has practical implications for providing effective online feedback as well as providing a more holistic view on the processes of feedback among teachers. Overview of our previous workThe study described in this article is the last in a series undertaken as part of a research project. The research project aimed to provide more insights into the feedback processes among teachers and consisted of a literature review and several empirical studies. The literature review's (Thurlings, Vermeulen, Bastiaens & Stijnen, 2013) aim was to update Scheeler, Ruhl and McAfee's (2004) findings. Scheeler et al. (2004) were the first, to our knowledge, who reviewed literature on feedback to teachers. They concluded that:Despite the obvious limitations, the literature clearly supports three general conclusions that should be adopted into practice: (a) feedback is better than no feedback, (b) immediate feedback is better than delayed feedback, and (c) feedback that is immediate, specific, positive, and corrective holds the most promise for bringing about lasting change in teaching behaviour. (p. 68) Moreover, they made a plea for future research on the subject of feedback among teachers, which indeed was followed by many researchers. In our literature review, we showed that feedback for teachers should be provided in (peer) coaching settings. In addition, feedback itself should be "task and/or goal-directed, focused on the learning process, specific, in time and frequent, positive, unbiased, non judging, constructive, hold elaborations and/or justifications, and encouraging dialogue" (Thurlings et al., 2013, p. 12).

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Section: How We Defined Effective Observed Feedback In Our Studiesmentioning

confidence: 99%

Section: How We Defined Effective Observed Feedback In Our Studiesmentioning

confidence: 99%

Section: Overview Of Our Previous Workmentioning

confidence: 99%

See 1 more Smart Citation

The role of feedback and social presence in an online peer coaching program for student teachers

Thurlings

Vermeulen

Bastiaens³

et al. 2014

AJET

Self Cite

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“…Object of previous studies on student modeling such as understanding the learner behavior [21], determines the environmental effectiveness of the education system [22] or measuring the success of instructional efforts evaluation of the structure of the learning content [23], effectiveness in the learning process and predict the performance of the students [24], review of adaptive feedback for teachers [25], and analyzing of possible interactions with students using machine learning techniques, the result is the extraction of interesting patterns of student behavior and used to assist teachers in assessing learning [2]. Research on modeling student not only see from cognitive aspects but has grown more complex [21] [26].…”

Section: Discussionmentioning

confidence: 99%

Design adaptive learning system using metacognitive strategy path for learning in classroom and intelligent tutoring systems

Agustianto

Permanasari

Kusumawardani

et al. 2016

AIP Conference Proceedings

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“…The measurements are the physical actions and processes that a student performs in the learning cycle. This cycle can be related to some models of educational feedback [1][2][3][4][5][6] where the two-feedback-loop model presented by Narciss 6 is an example that shows how instruction, tasks, feedback, and new instruction are interconnected in a cycle. But, the relation to feedback models is not the focus of this paper.…”

Section: Introductionmentioning

confidence: 99%

Measuring the Dynamics in Learning

Creasy¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This work in progress paper describes a method of recording video/audio data of a learning cycle to measure the actions that a student takes when provided with instruction and feedback in a mechanics course taught using flipped pedagogy. Video provides the ability to record data in a way that can be analyzed to answer research questions after the event has occurred and allows a researcher to see additional details that may not have been viewed at the initial gathering of the data. The video/audio data is used to measure the actions of a student learning the mechanics theory in the flipped mechanics course and measure the actions of a student when try-again feedback is employed with provided practice problems. The recordings are the screen of a Microsoft Surface Pro 3 and any audio produced in the vicinity of the Microsoft Surface Pro 3. The recorded data contains the "dynamics" of the "learning cycle" as the student receives initial instruction and applies the instruction to the practice problems. The dynamics of the learning allows the instructor to truly assess how a student uses provided instruction while learning new material.

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Understanding feedback: A learning theory perspective

Cited by 183 publications

References 63 publications

The role of feedback and social presence in an online peer coaching program for student teachers

The role of feedback and social presence in an online peer coaching program for student teachers

Design adaptive learning system using metacognitive strategy path for learning in classroom and intelligent tutoring systems

Measuring the Dynamics in Learning

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