EUROPEAN ONLINE SEMINAR Feedback as a part of the regulation process in an online environment Anna Espasa, Teresa Guasch, Ibis Alvarez Department of Psychology and Education. Open University of Catalonia. December 2008
EUROPEAN ONLINE SEMINAR Feedback as a part of the regulation process in an online environment Anna Espasa, Teresa Guasch, Ibis Alvarez Department of Psychology.
Mar 29, 2015
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EUROPEAN ONLINE SEMINAR
Feedback as a part of the regulation process in an online environment
Anna Espasa, Teresa Guasch, Ibis AlvarezDepartment of Psychology and Education.
Open University of Catalonia.December 2008
Introduction: AIMS
AIMS of the presentation:
to conceptualise feedback as a promoter of regulation
process
to show some examples of what happen from the teaching
practise point of view
Introduction: AIMS
Knowledge construction and regulation process
Knowledge construction:
Negotiation process in which students connect their
previous knowledge with new knowledge with the help of
their teacher.
Regulation process:
Students need to check their progress against the learning
objectives of their course.
Context
The Open University of Catalonia: virtual university from the scratch
Educational model based on asynchrony and written comunication among students and teacher
The students are at the centre of the teaching and learning process
The students need to be active self-regulators of their own learning.
The teachers use feedback to promote regulation processes.
Feedback conceptualisation
Adapted from Narciss & Huth (2004) and Narciss (2008)
FEEDBACK
Feedback conceptualisation
The functions of feedback
Adapted from Narciss & Huth (2004) and Narciss (2008)
FEEDBACK
Feedback conceptualisation
Structure of
feedback
The functions of feedback
Adapted from Narciss & Huth (2004) and Narciss (2008)
FEEDBACK
Feedback conceptualisation
The contents of
the feedback
Structure of feedback
The functions of feedback
Adapted from Narciss & Huth (2004) and Narciss (2008)
FEEDBACK
Feedback conceptualisation
The contents of
the feedback
Structure of feedback
The functions of feedback
Adapted from Narciss & Huth (2004) and Narciss (2008)
FEEDBACK
Individual characteristics
Feedback conceptualisation
The contents of
the feedback
Structure of feedback
The functions of feedback
Adapted from Narciss & Huth (2004) and Narciss (2008)
FEEDBACK
Characteristics of the instructional
context
Individual characteristics
Aspects to take into account when designing feedback
The contents of feedback:
Feedback = verification component + elaboration component
Aspects to take into account when designing feedback
The contents of feedback:
Feedback = verification component + elaboration component
Verification component: conveys to students information about the correctness of their answer. i.e. they can check whether the information is correcty or not.
Aspects to take into account when designing feedback
The contents of feedback:
Feedback = verification component + elaboration component
Verification component: conveys to students information about the correctness of their answer. i.e. they can check whether the information is correcty or not.
Elaboration component: supplies students with information and strategies to improve and achieve learning goals in a guided way.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: Feedback can be offered in different types of communication spaces, such as the bulletin board or the calendar.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: Feedback can be offered in different types of communication spaces, such as the bulletin board or the calendar.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: Feedback can be offered in different types of communication spaces, such as the bulletin board or the calendar.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: Feedback can be offered in different types of communication spaces, such as the bulletin board or the calendar.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: Feedback can be offered in different types of communication spaces, such as the bulletin board or the calendar.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: Feedback can be offered in different types of communication spaces, such as the bulletin board or the calendar.
Aspects to take into account when designing feedback
The structure/form of feedback:
a) Timing: feedback should be offered immediately after student’s completion of a task.
b) Frequency: 3 moments• during the teaching and learning process• after each assignment• after summative assessment
c) Virtual communication space: feedback can be offered in different types of communication spaces, such as the board or the calendar.
What happens from the online teaching practise? The content of feedback
Feedback is more often focused on the verification component
What happens from the online teaching practise? The content of feedback
Feedback is more often focused on the verification component
Fragment 1:
. (…) Regarding your doubts about necessary conditions and sufficient conditions, what you have to understand is that they are NOT the same. Let’s see whether I succeed
in clarifying the difference between a sufficient condition and a necessary condition. In order to know
whether a sentence expresses a necessary condition, you only need to pay attention to its meaning (…)
What happens from the online teaching practise? The content of feedback
Feedback is more often focused on the verification component
Fragment 2:
The answer that Angels provided you is the correct one. Pearson’s contingency
coefficient can only be applied in the case of 2x2, ok?
University teacher
What happens from the online teaching practise? The content of feedback
Feedback is oftener focused on the verification component
Fragment 1
&
Fragment 2
Evidence that the elaboration component is less present in feedback than the verification component.
What happens from the online teaching practise? The content of feedback
Students ask for this feedback with the elaboration component to complement their teacher’s feedback.
Fragment 3:
The teacher replied rapidly and almost to everything he was asked about.
What I reproach him for is that, from this starting point, his answers were a
continuation of what we already have in the didactic materials (…)
Computer science student
What happens from the online teaching practise? The content of feedback
Fragment 4:
The teacher didn’t suggest sources for extra information.
I had to get by on my own.
Psychology student
What happens from the online teaching practise? The form of feedback
Feedback is usually delayed.
Little feedback after summative assessment.
Feedback is usually too general, without adjustment to students’ personal needs.
What happens from the online teaching practise? The form of feedback
Feedback frequency:
Adjusting the type of feedback provided every student to suit their needs is impossible when there are more than 30 students per classroom.
Teacher
What happens from the online teaching practise? The form of feedback
Feedback frequency:
Since doing the tests involved a great deal of high thinking, having an individualized comment at every exercise in addition to the general answers would have been fantastic.
Adjusting the type of feedback provided every student to suit their needs is impossible when there are more than 30 students per classroom.
Student
Teacher
Some reflections about how to give good feedback (I)
Different ways to give feedback, e.g.: peer-feedback, self-assessment
Self-assessment
It consists in supplying students with the solution to the activity they have undertaken.
a) The teacher writes the solution and uploads it.
b) The teacher creates a documents by using students’ own activities as examples of what is a good/bad answer.
Some reflections about how to give good feedback (II)
The reply model should be accompanied by an explanation of the reason why this reply is the model and any other is not.
Aspects to take into account by teachers when giving feedback associated with self-assessment process:
Some reflections about how to give good feedback (II)
Aspects to take into account by teachers when giving feedback associated with self-assessment process:
The reply model should be accompanied by an explanation of the reason why this reply is the model and any other is not.
Students are the responsables for comparing their assignment with the model.
Some reflections about how to give good feedback (II)
Aspects to take into account by teachers when giving feedback associated with self-assessment process:
The reply model should be accompanied by an explanation of the reason why this reply is the model and any other is not.
Students are the responsables for comparing their assignment with the model.
Students need some guidelines about how to do the comparison.
Some reflections about how to give good feedback (II)
Aspects to take into account by teachers when giving feedback associated with a self-assessment process:
The reply model should be accompanied by an explanation of the reason why a given reply is the model and any other is not.
Students are the responsables for comparing their assignment with the model.
Students need some guidelines about how to do the comparison.
Teachers should plan some extra activities in order to check whether students have done the comparison and whether students have some questions about the assignment.
EUROPEAN ONLINE SEMINAR
Feedback as a part of the regulation process in an online environment
Anna Espasa, Teresa Guasch, Ibis [email protected]
Department of Psychology and Education. Open University of Catalonia.
December 2008
With the support of Zoraida Horrillo
Thank you very much!
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