Defining the Learner Feedback Experience. Crisp, E., A. & Bonk, C., J. TechTrends, 62(6):585-593, Springer New York LLC, 11, 2018.
abstract   bibtex   
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.
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 title = {Defining the Learner Feedback Experience},
 type = {article},
 year = {2018},
 identifiers = {[object Object]},
 keywords = {Design,Evaluation,Feedback,Higher education,Implementation,Instruction,Learner-centered,Postsecondary,Technology},
 pages = {585-593},
 volume = {62},
 month = {11},
 publisher = {Springer New York LLC},
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 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.},
 bibtype = {article},
 author = {Crisp, Erin A. and Bonk, Curtis J.},
 journal = {TechTrends},
 number = {6}
}

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