Defining Feedback: Understanding Students' Perceptions of Feedback in the Introductory Communication Course

Autor/inn/en	Ashby-King, Drew T.; Mazzone, Raphael; Anderson, Lindsey B.
Titel	Defining Feedback: Understanding Students' Perceptions of Feedback in the Introductory Communication Course
Quelle	In: Journal of Communication Pedagogy, 4 (2021), S.70-84 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ashby-King, Drew T.) ORCID (Mazzone, Raphael) ORCID (Anderson, Lindsey B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2568
Schlagwörter	Feedback (Response); Student Attitudes; Introductory Courses; Communication (Thought Transfer); Public Speaking; Undergraduate Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Einführungskurs; Communication; thought; Kommunikation; Gedanke; Vortrag
Abstract	Feedback is an essential part of the teaching/learning processes. This statement is especially true in the introductory communication course where students receive feedback throughout the presentational speaking process. This paper explores how students define useful feedback based on 1,600 qualitative questionnaires that asked students about their perceptions of feedback. A thematic analysis of a randomly selected subset of 163 responses uncovered two themes: (1) feedback content characteristics (e.g., specific, constructive, praiseworthy, and purposive) and (2) process of instructor-provided feedback (e.g., iterative, timely). Based on these findings, a set of best practices for providing feedback is offered as a means to improve teaching/learning in the introductory communication course. (As Provided).
Anmerkungen	Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01