Online Feedback Strategies for Learning and Teaching
Salter Diane, Sheridan College Institute for Technology and Advanced Learning, Canada ; Leslie Richards, University of Waterloo, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: In an educational setting, feedback is the concept of providing a response to the learner; the response tells the learner if their understanding of the content is correct. The importance of feedback as a tool to guide learning is well documented in educational literature. In a teaching and learning environment, feedback is a 'two-way street'; that is, the instructor needs feedback from the students to ascertain if there are unexpected problems with students' understanding of the course material, and the students need feedback from the instructor to determine if their understanding of the course content is accurate. Feedback to 'learning in-progress' allows students to confront misconceptions and correct misunderstandings. However, this type of feedback is usually overlooked in curriculum design and absent in course delivery. In this paper we discuss how to implement 'learning conversations' into curriculum delivery by considering tasks and feedback as part of the curriculum design process.
Diane, S. & Richards, L. (2004). Online Feedback Strategies for Learning and Teaching. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1174-1180). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)