The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues

Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities w...

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Autores: Plana, Dolors, Moya, Soledad, Simó Guzmán, Pep|||0000-0003-4803-7550
Tipo de recurso: artículo
Fecha de publicación:2016
País:España
Institución:Universitat Politècnica de Catalunya (UPC)
Repositorio:UPCommons. Portal del coneixement obert de la UPC
Idioma:inglés
OAI Identifier:oai:upcommons.upc.edu:2117/91195
Acceso en línea:https://hdl.handle.net/2117/91195
Access Level:acceso abierto
Palabra clave:Educational innovations
Education, Higher
Web-based instruction
Formative feedback
Effective feedback
Online feedback
Student-professor dialogue
Ensenyament virtual
Ensenyament universitari
Ensenyament--Innovacions
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
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spelling The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issuesPlana, DolorsMoya, SoledadSimó Guzmán, Pep|||0000-0003-4803-7550Educational innovationsEducation, HigherWeb-based instructionFormative feedbackEffective feedbackOnline feedbackStudent-professor dialogueEnsenyament virtualEnsenyament universitariEnsenyament--InnovacionsÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitariFormative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the assessment is performed by the instructor, not by a peer. Additionally, in introductory or basically procedural courses, there is often a need for instructor feedback, as opposed to peer-feedback, as it demands high quality feedback both in the content and in the process in order not to mislead students. Therefore personalized feedback provided by instructor is an academic demand in the current educational models that have positioned the student at the center of the learning process. However in the present context of high student-staff ratio, it is not easy to extend the use of individual comments delivered by instructors among the academic community. This article focuses on the virtual higher education environment given its present and future potential as well as the amount of queries currently surrounding it. Literature on formative feedback in higher education has been reviewed for the period 2000 to 2014, in order to find answers as to which aspects are relevant to efficiently implement personalized feedback prepared by the teacher.Findings show that effective personalized feedback in an virtual environment requires a threedimensional analysis: from the student perspective, from the instructor one and from the media perspective (written text, video recording or audio recording) , in order to find shared aspects that contribute to the enhancement in the use of personalized feedback performed by facultyPeer Reviewed20162016-07-0120162016-10-28journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/2117/91195reponame:UPCommons. Portal del coneixement obert de la UPCinstname:Universitat Politècnica de Catalunya (UPC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:upcommons.upc.edu:2117/911952026-05-27T15:37:01Z
dc.title.none.fl_str_mv The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
title The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
spellingShingle The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
Plana, Dolors
Educational innovations
Education, Higher
Web-based instruction
Formative feedback
Effective feedback
Online feedback
Student-professor dialogue
Ensenyament virtual
Ensenyament universitari
Ensenyament--Innovacions
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
title_short The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
title_full The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
title_fullStr The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
title_full_unstemmed The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
title_sort The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues
dc.creator.none.fl_str_mv Plana, Dolors
Moya, Soledad
Simó Guzmán, Pep|||0000-0003-4803-7550
author Plana, Dolors
author_facet Plana, Dolors
Moya, Soledad
Simó Guzmán, Pep|||0000-0003-4803-7550
author_role author
author2 Moya, Soledad
Simó Guzmán, Pep|||0000-0003-4803-7550
author2_role author
author
dc.subject.none.fl_str_mv Educational innovations
Education, Higher
Web-based instruction
Formative feedback
Effective feedback
Online feedback
Student-professor dialogue
Ensenyament virtual
Ensenyament universitari
Ensenyament--Innovacions
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
topic Educational innovations
Education, Higher
Web-based instruction
Formative feedback
Effective feedback
Online feedback
Student-professor dialogue
Ensenyament virtual
Ensenyament universitari
Ensenyament--Innovacions
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
description Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the assessment is performed by the instructor, not by a peer. Additionally, in introductory or basically procedural courses, there is often a need for instructor feedback, as opposed to peer-feedback, as it demands high quality feedback both in the content and in the process in order not to mislead students. Therefore personalized feedback provided by instructor is an academic demand in the current educational models that have positioned the student at the center of the learning process. However in the present context of high student-staff ratio, it is not easy to extend the use of individual comments delivered by instructors among the academic community. This article focuses on the virtual higher education environment given its present and future potential as well as the amount of queries currently surrounding it. Literature on formative feedback in higher education has been reviewed for the period 2000 to 2014, in order to find answers as to which aspects are relevant to efficiently implement personalized feedback prepared by the teacher.Findings show that effective personalized feedback in an virtual environment requires a threedimensional analysis: from the student perspective, from the instructor one and from the media perspective (written text, video recording or audio recording) , in order to find shared aspects that contribute to the enhancement in the use of personalized feedback performed by faculty
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-07-01
2016
2016-10-28
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/2117/91195
url https://hdl.handle.net/2117/91195
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:UPCommons. Portal del coneixement obert de la UPC
instname:Universitat Politècnica de Catalunya (UPC)
instname_str Universitat Politècnica de Catalunya (UPC)
reponame_str UPCommons. Portal del coneixement obert de la UPC
collection UPCommons. Portal del coneixement obert de la UPC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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