Analysing Feedback Processes in an Online Teaching and Learning Environment: An Exploratory Study

Autor/inn/en	Espasa, Anna; Meneses, Julio
Titel	Analysing Feedback Processes in an Online Teaching and Learning Environment: An Exploratory Study
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 59 (2010) 3, S.277-292 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-009-9247-4
Schlagwörter	Feedback (Response); Constructivism (Learning); Open Universities; Distance Education; Teacher Role; Online Courses; Teaching Methods; Electronic Learning; Learning Processes; Higher Education; Foreign Countries; Educational Improvement; Educational Technology; Web Based Instruction; Spain + Suchen Sie Ihr Suchwort? Offene Universität; Distance study; Distance learning; Fernunterricht; Lehrerrolle; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching improvement; Unterrichtsentwicklung; Unterrichtsmedien; Web Based Training; Spanien
Abstract	Within the constructivist framework of online distance education the feedback process is considered a key element in teachers' roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identify the presence of feedback according to the regulation of learning required; characterise this feedback according to content (i.e. the meaning of feedback); and, finally, to explore possible relationships between feedback and the results of the teaching and learning process (i.e. students' satisfaction and final grades). The results for a sample of 186 students, taking nine courses at the Open University of Catalonia, are discussed in the light of feedback, which is considered a central element in university teaching practice in online environments. We conclude that, in general, the presence of feedback is associated with improved levels of performance and higher levels of satisfaction with the general running of the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10