Teacher feedback can be addressed in a number of ways:
Emails:
Any venue, business, personal, or educational values the timeliness of answered emails. In online courses it is essential for instructors to encourage and respond to emails from their students, thus supporting constructivist learning theory (Anderson, Imdieke, & Standerford, 2011). Students have previous knowledge in many areas, but they need feedback to ensure that they are on the right path. Teachers in a face-to-face scenario can receive cues from their students during a discussion, signaling understanding or confusion. This does not happen online, and students rarely email or post questions according to a study by Anderson, et. al (2011). Teachers should inform students that they will answer emails within a certain timeframe, thus increasing a sense of order and engagement. A timely response shows enthusiasm in the subject and the process of learning, which indicates that a teacher loves their vocation (Anderson, et. al, 2011). Students sense this and know which of their instructors love to teach and are more effective teachers (Anderson, et. al, 2011). This will require a consistent method of checking emails and responding to students questions or concerns.
Online Presence:
Teachers contribute feedback in other ways besides email. Discussion boards are often set-up for student interaction, but teachers have the responsibility to monitor and add to those discussions. One teacher found a way to provide feedback by searching the postings, where she was able to read between the lines and look for a student’s needs, adding clarity, new resources, or stretching student’s thinking (Anderson, et. al, 2011). A teacher’s presence online further creates opportunities for connecting and building upon constructivist learning theory. A silent instructor shows disinterest and does not contribute to the learning process, signaling this lack of concern to the students.
The nature of asynchronous learning provides the opportunity for continual dialogue at any time of the day or location. This increases the potential for collaborative learning, where students and teachers contribute ideas based on previous knowledge, and further provides for a constructivist-learning environment (Haythornthwaite & Andrews, 2011). This feedback goes both ways — for students and instructors. Teachers benefit from feedback and good teachers thrive on the need to receive affirming feedback (Anderson, et. al, 2011). By becoming active online, teachers are better able to modify their methods and thus find satisfaction as a teacher. Students benefit as well, and the exchange of information and the building of new knowledge constructs learning environments.
Feedback during a course is a continual formative assessment which can address doubts and questions about the subject matter (Espasa & Meneses, 2009). In their study, Espasa & Meneses (2009) reported that this type of ongoing feedback was used the most and consisted in teachers conveying how to improve work and increase learning. In another study of an online computer-programming course, Ebrahimi (2012), found that early feedback reduced student errors and inefficient problem solving methods. Students had unlimited access to the instructor and classmates, stimulating a collaborative environment, which resulted in students using less trial-and-error methods to solve problems. This reduced time and frustration, but it also impacted creativity and error-detection capabilities which could effect overall learning (Ebrahimi, 2012). The subject matter of an online course will need to play a role in deciding the type of feedback for optimal learning.
Graded Assignments:
Instructors are often assessed by the grades they give. But, students are also cognizant of whether a teacher loved the subject and enjoyed sharing the knowledge. While it is important not to devalue the methods of analyzing if a student has gained the required knowledge, many students have a desire to learn (especially within their major interest). Anderson, et. al (2011), noted that students frequently included feedback with their assignments, explaining how it went for them and why it might have been difficult for them. This was helpful to the teacher who then analyzed the learning module and considered alterations. A learning theory of connectivism supports this type of feedback, as well as the theory of constructivism, building upon information in a community and co-constructing. The process of encouraging feedback from students throughout the course, either in graded assignments or discussions, is a valuable resource in designing eLearning courses (Espasa & Meneses, 2009). Formative learning assessment is a continual feedback that leads students to move from needing more direction to becoming autonomous (Espasa & Meneses, 2009). This can take place after a graded assignment and to be an effective formative assessment should include advise to improve learning as well as correct answers and a grade. However, in the study by Espasa & Meneses (2009), this type of graded assignment feedback did not include teacher information to improve learning, yet concluded that the relationship between feedback and learning was positive indicated by final grades and students’ satisfaction.
Personalized feedback versus collective feedback:
Although this should seem obvious, students preferred personal feedback from the instructor and actually did better academically than students receiving collective feedback (Gallien & Oomen-Early, 2008). In this study, the students further reported qualitatively that they were more satisfied by the availability of the instructor to respond in a timely manner than the feedback they received on assignments (Gallien & Oomen-Early, 2008).
Content and Process of Feedback:
Teacher feedback prompts students to assess their existing knowledge, analyze what they have learned, and reflect on what they still need to learn (Getzalf, et. al, 2009). In a descriptive, exploratory study, Getzalf, et. al (2009), studied graduate students’ perceptions of effective online feedback. Content and process of feedback was examined to reveal five major themes as described in the table below:
|
Theme
|
Summary
|
|
Student Involvement and Individuation
|
Effective feedback is a mutual process involving both student and instructor.
|
|
Being Positively Constructive
|
Effective feedback provides constructive guidance that builds confidence
|
|
Gentle Guidance
|
Effective feedback guides through explicit expectations and ongoing coaching
|
|
Timeliness
|
Timelines for effective feedback are mutually established and met.
|
|
Future Orientation
|
Effective feedback is applicable to future situations
|
