I have a confession to make. I was wrong. You see, I once thought that teaching was lecturing, and I thought that because that is how my graduate mentors taught me to teach.
But I was wrong. Studies have shown that lecturing has little to do with teaching. A University of Maryland study found that right after a physics lecture, almost none of the students could answer the question: “What was the lecture you just heard about?” Another physics professor simply asked students about the material that he had presented only 15 minutes earlier, and he found that only ten percent showed any sign of remembering it (Freedman, 2012).
Feedback is more than post-assignment commentary. When employed correctly, feedback can impact students on a variety of levels. It helps direct what they should do with their time, how they should feel about their efforts, whether their motivation level is appropriate, whether they are meeting expectations, and more.
Because feedback serves so many purposes in the online classroom, it is important for instructors to consider how feedback is provided, when it is offered, how it is focused or targeted, and what is considered in the feedback.
Here’s the conclusion of a small but intriguing study. Its findings reveal “only limited support for the idea that students actually do respond to feedback and make changes in a subsequent piece of assessable work consistent with the intentions that underlay the provided feedback.” (p. 577)
In the online class environment, students enjoy many advantages, such as increased scheduling flexibility, ability to balance work and school, classroom portability, and convenience. But there are potential shortcomings as well, including the lack of student-instructor interaction and a student not understanding the instructor’s expectations. A key mechanism to convey expectations while increasing student-instructor communication is relevant, timely, constructive, and balanced instructor feedback.
When it comes to helping online students learn, few practices pack the pedagogical punch of quality online feedback. But common practices in face-to-face and online feedback can undercut the basic goal of feedback, which is to help students understand, and learn from, their missteps and mistakes. Learn how to upgrade your online feedback, making it more specific, timely, and effective—in less time than you might spend grading one paper.
High-quality, individualized feedback is essential for effective online teaching, providing multiple benefits. Good online feedback strengthens your connection with students and keeps students engaged with your class. It can also take an extraordinary amount of time. However, since many of the same issues crop up semester after semester with student after student, it’s possible to collect your comments, store them in feedback banks, and use feedback technology to distribute individualized yet automated feedback.
One of the big challenges of teaching an online course is managing workload while providing the support and feedback that is essential to student success. A good way to become more efficient is to build an archive of grading comments to reduce the time it takes to provide feedback on assignments. By creating an archive, an instructor could insert a comment such as the following with a single keystroke:
Detailed, specific feedback enhances student learning. It also helps boost morale, promote engagement, and encourage faculty-student connection. Unfortunately, it often consumes an inordinate amount of faculty time. This seminar will introduce you to a set of tools and practices designed to help you create better feedback for your online students in far less time.
Online Seminar • Recorded on Wednesday, July 24th, 2013
Sometimes feedback leads to better performance, but not all the time and not as often as teachers would like, given the time and effort they devote to providing students feedback. It’s easy to blame students who seem interested only in the grade—do they even read the feedback? Most report that they do, but even those who pay attention to it don’t seem able to act on it—they make the same errors in subsequent assignments. Why is that?
Online instructors are being asked to accommodate an increasing number of students in their courses. The challenge is to manage the workload associated with these high-enrollment courses. Susan Fein, eLearning consultant/instructional designer at Washington State University, offered some advice on how to do this.