Facilitating Student Learning in Distance Education: A Case Study on the Development and Implementation of a Multifaceted Feedback System

Autor/inn/en	Uribe, Samantha N.; Vaughan, Michelle
Titel	Facilitating Student Learning in Distance Education: A Case Study on the Development and Implementation of a Multifaceted Feedback System
Quelle	In: Distance Education, 38 (2017) 3, S.288-301 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2017.1369005
Schlagwörter	Distance Education; Educational Technology; Technology Uses in Education; Feedback (Response); Undergraduate Students; Preservice Teacher Education; Formative Evaluation; Surveys; Expectation; Academic Achievement; Models; Case Studies; Focus Groups; Comparative Analysis; Florida + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung; Survey; Umfrage; Befragung; Expectancy; Erwartung; Schulleistung; Analogiemodell; Case study; Fallstudie; Case Study
Abstract	This paper reports on a case study conducted in an American university investigating the role of feedback within a distance education environment. Based on data gathered from online and hybrid undergraduate students in a teacher education program and supported by existing research, we describe how we support online learners by implementing a feedback system that incorporates multi-draft formative assessments and various feedback strategies. We describe these strategies (i.e. explicit feedback directions and feedback surveys) as well as data from formative assessments to demonstrate the impact of clear expectations and feedback on student performance in distance education. We present recommendations for online feedback and propose a feedback model for further study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01