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.
We appreciated reading Dr. Weimer’s article “Getting students to act on our feedback” (March 5, 2012). The solution proposed of asking students to identify three ways to improve their assignment based on instructor feedback is a great idea. We would like to offer a further solution that addresses students’ incorporating instructor feedback.
I hope you won’t stop reading once you find out the idea being proposed here involves automating the feedback provided students on papers, projects, and presentations. If you were to look at a graded set of papers and make a list of the comments offered as feedback, how many of those comments have you written more than once? Is the answer many? If so, you should read on.