Training feedback for online students
DOI:
https://doi.org/10.5944/ried.17.2.12684Keywords:
Feedback, training feedback, Academic Tutor, Online coursesAbstract
This qualitative study focuses on the following research question: How can a training assessment approach create new ways of providing feedback to students for online courses? 32 teachers from a private institution that offers on line programs via the Internet participated in this study. A training course was designed to teach a feedback model that promoted training assessment. The results show that one can improve teacher feedback by providing the following information to the student, which is based on answering the following questions: What am I trying to achieve in my studies? What is the objective or the goal? How am I trying to achieve this goal? How do I connect this activity with the following? The overall reaction of the participants was positive. They demonstrated a certain level of motivation when incorporating the elements of the student feedback model.
Downloads
References
Bonnel, W.; Boehm, H. (2011). Improving Feedback to Students Online: Teaching Tips From Experienced faculty. The Journal of Continuing Education in Nursing, 42 (11), (503-509).
Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83, 1, (70-12).
Gallardo, K. (2012). Evaluación del aprendizaje: retos y mejores prácticas (eBook). Monterrey, México: Editorial Digital del Tecnológico de Monterrey.
Gay, L. R.; Mills, G.; Airasian P. (2006). Educational Research: Competencies for Analysis and Applications. 8th ed. Upper Saddle River, NJ, EUA: Pearson / Merrill / Prentice Hall.
Hattie, J.; Timperley, H. (2007). The Power of Feed Back. Review of Educational Research, 77 (1), (81-112).
Holmes, K.; Papageorgiou, G. (2009). Good, bad and insufficient: Student´s expectations, perceptions and uses of feedback. Journal of Hospitality, Leisure, Sport and Tourisim Education, 8 (1), (85-96).
ITESM. (2013). Portal de la Universidad Tec Virtual. [en línea] Disponible en: http:// www.ruv.itesm.mx/
Jonsson, A. (2012). Facilitating productive use of feedback in higher education. Active learning in higher education, 14 (1), 63-76.
Lipnevich, A.; Smith, J. (2009). I really need feedback to learn: students´s perspectives on the effectiveness of the differential feedback messages, 21, (347- 367).
Mathison, S. (1988). Why Triangulate? Educational Researcher. Washington, DC: AERA.
Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), (153-189).
Taylor, S. J.; Bogdan, R. (1987). Introducción a los métodos cualitativos de investigación. España: Paidós.
Downloads
Published
How to Cite
Issue
Section
License
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
