@article{
 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},
 day = {1},
 id = {b5c0880c-9bf1-3721-9709-4602ed6a0725},
 created = {2020-02-05T00:53:55.065Z},
 accessed = {2020-02-04},
 file_attached = {false},
 profile_id = {66be748e-b1e3-36e1-95e1-5830d0ccc3ca},
 group_id = {ed1fa25d-c56b-3067-962d-9d08ff49394c},
 last_modified = {2020-02-05T00:53:55.594Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 folder_uuids = {c2955262-615e-4e71-ba11-ca23b3748d20},
 private_publication = {false},
 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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