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Defining the Learner Feedback Experience
ARTICLE

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TLRPTIL Volume 62, Number 6, ISSN 8756-3894

Abstract

A surge in the proliferation of educational technology tools and models means that postsecondary learners and instructional designers have more options than ever before. Selecting the most appropriate tool for a given learner-centered instructional situation is challenging. The construct of feedback is central to an effective learner-centered instructional design. The present summary of the research on feedback in learner-centered instructional design models provides a rationale for the value of defining the dimensions of a high-quality learner feedback experience. Six dimensions of feedback are proposed; namely, timeliness, frequency, distribution, source, individualization, and content. Key questions posed include whether an analysis of the learner's feedback experience is a better proxy for measuring the quality in postsecondary online learning than grades, satisfaction, or regular and substantive contact.

Citation

Crisp, E.A. & Bonk, C.J. (2018). Defining the Learner Feedback Experience. TechTrends: Linking Research and Practice to Improve Learning, 62(6), 585-593. Retrieved October 21, 2020 from .

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