A FEEDBACK MODEL AND SUCCESSFUL E-LEARNING
Steven Rosenfield, Vanier College & Concordia University, Canada ; Yiping Lou, Louisiana State University, United States ; Helena Dedic, Vanier College & Concordia University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Based on the literature concerning feedback, self-regulated learning and cooperative learning, this paper discusses a model of effective feedback that can be used to support student learning in computer-mediated environments. The model portrays the learner and teacher/peers as actors who both provide and receive feedback in interlocking loops during learning activities. Findings from two illustrative examples in science and social science classes indicate that while e-learning settings offer the opportunity to enhance feedback during the learning process, effective feedback structures are not automatically a part of interactive simulations, computer-mediated communication or other e-learning settings. Effective feedback in e-learning requires careful design and experimentation.
Rosenfield, S., Lou, Y. & Dedic, H. (2002). A FEEDBACK MODEL AND SUCCESSFUL E-LEARNING. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1818-1821). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)