Streamlining Gradebook Feedback: Prioritizing Time Based on Value and Impact

The growth of online learning has spurred ongoing attention to best practices that maximize teaching and learning effectiveness. A plethora of research has established the value of asynchronous discussion boards in the online classroom as well as importance of instructor feedback to guide student learning. Yet, little is known about the role and value of instructor gradebook feedback in response to discussion forum assignments. While traditional written assignments rely on the instructor’s feedback in the gradebook as the primary source of information to guide, critique, and correct student understanding, discussion forums are unique in that instructor feedback is indirectly provided as a function of the ongoing discussion. As such, the need for detailed gradebook feedback may be reduced. The purpose of this study is to examine how students utilize gradebook feedback in relation to their beliefs about the role, value, and function of instructor feedback to asynchronous discussion assignments.

Feedback is also an important component in asynchronous online discussions because it helps both the students and instructors see where they are doing well, and where they need to improve. In asynchronous online discussions, students asked for feedback from both other students and instructors (Nandi, Hamilton, and Harland, 2012). Feedback is necessary to help students and instructors improve on anything they need help with. Guo, Chen, Lei, and Wen (2014) discovered that giving feedback had improved cognitive engagement of learners in asynchronous online discussions. When students are involved in feedback and learning in asynchronous online discussions, they will have more enjoyment in the classroom and it will be easy for students to learn the material. Another aspect that is important about feedback is it will show the students that the instructor cares about the student’s learning journey. Feedback can be used to help students fix what they did wrong on assignments. Akbar (2017) found that corrective feedback in asynchronous online discussions were less common than in synchronous online discussions.

Because online students often feel secluded, feedback can help give students reassurance of their learning, and confidence in themselves (Kasprazak, 2005). Feedback is the key that will give students guidance in their schoolwork. Without feedback, students feel as if they are not given enough guidance on how to do an assignment. Ko and Rossen (2001) state how lack of feedback in online classrooms is one of the main reasons students drop the class. Furthermore, lack of feedback may make the student think the instructor does not care and only gives grades arbitrarily. Horzum (2011) discovered students feel more committed and content when they have a strong connection with their instructor. Perhaps, it is important for the instructor to relate to the student. Respected instructors are those who cater to the student’s needs through the online classroom. Dzakiria, Kasim, Mohamed, and Christopher (2013) state students have a desire for a connection with the instructor when they heard them say “the teacher is always there, but isn’t” (p.112). Instructors must connect to students in the online classroom and be available for them. Students (online or otherwise) crave connection with instructors and others, as connection is a human need. 

A survey of 347 faculty and 4078 students examined perceptions about the role, value, and function of instructor gradebook feedback to asynchronous discussion assignments. Key findings revealed:

• Both faculty and students prefer to have instructor feedback provided as part of the ongoing discussion as opposed to reserving this feedback for gradebook comments; while both prioritized feedback within the discussion, students preferred this more strongly than faculty.
• Both faculty and students preferred written discussion feedback in comparison to video feedback; this preference was stronger in faculty than it was in students.
• Faculty and students had similar agreement on the desire for feedback on discussion posts to address both content and writing style.
• Faculty and students showed similar agreement in the preference for faculty to provide shorter gradebook comments more quickly (as compared to taking longer to provide more detailed, elaborate feedback).  
• While both faculty and students prefer that faculty prioritize their time to spend it in the discussion forums (compared to completing gradebook activities), this preference was stronger for faculty with students placing increased value on an instructor’s time in the gradebook.
• While both faculty and students prioritized faculty spending their time creating instructional content and resources (compared to creating gradebook feedback), this preference was intensified for students.
• While faculty believe students utilize gradebook feedback to understand the numeric grade they receive; students were more likely to indicate that they utilize feedback to promote their learning.
• While faculty overwhelmingly believe that students’ primary focus when checking the gradebook is to see the numeric grade score; students indicated that both the numeric score and the instructor feedback were driving reasons to check the gradebook.
• Faculty and students agree that providing feedback to discussion and participation activities within three days of posting has the greatest impact on maximizing student learning.
• Students indicated spending more time reviewing discussion feedback in the gradebook than faculty believe they do.
• Students indicated that they are willing to spend more time reviewing discussion feedback in the gradebook than faculty believe they will.
• Faculty and students tended to agree on what it means when an instructor does not provide gradebook feedback; the most common interpretation for a lack of gradebook feedback is that there were no concerns with student performance.
• Students were much more likely to indicate that they would implement changes on future assignments based on instructor feedback than instructors believe they will.
• Students are more likely to believe they will utilize all forms of resources provided in gradebook feedback than instructors think they will. Students gave summaries of key points in the discussion the highest value rating followed closely by links to videos, links to websites, and additional written information. Faculty gave similar ratings across all resource types in terms of their perceived likelihood of student use.
• Faculty and students gave the most favorable ratings for the mode of feedback to written text. While students were likely to rate multimedia feedback modes (screencast, video, audio) more favorably than faculty, all multimedia modes were rated lower than traditional written feedback.
• While faculty and students both agreed that it was the student’s responsibility to check the gradebook to see if feedback is posted, students also indicated that a classroom announcement that feedback has been posted to the gradebook is very helpful.
• While students were most likely to indicate that gradebook feedback helps them correct errors to improve future performance and highlights knowledge/skills they need to work on, faculty rated numeric grade justification the highest.
• Faculty and students agreed that instructor feedback in relation to the discussions has at least a moderate impact on all aspects of the learning experience. 
• Students were more likely than faculty to prefer that instructors provide feedback and guidance within the ongoing discussion rather than the gradebook.
• Students were more likely to read and utilize all instructor feedback in the gradebook than faculty believed they were. In contrast to faculty beliefs, students did not indicate that they were more likely to read gradebook feedback for higher value assignments.
• Faculty and students had similar perspectives (neutral) on the timeliness of gradebook feedback for discussions.
• Students indicated that they are more likely to read feedback (provided in any format and with any grading condition) than faculty think they are.
• Student were equally likely to read gradebook feedback when their score was perfect, minor point deductions, or major point deductions; this did not vary whether the focus was on their main post or their participation posts. While faculty tended to believe that students are more likely to read gradebook feedback if the student has lost points, students did not indicate this tendency.
• While students indicated very high likelihood of reading all instructor discussion posts, announcements and emails, they were slightly more likely to read instructor posts in response to their discussion posts, instructor posts to the announcements, and instructor emails in comparison to instructor posts to their classmates’ posts.

Findings and implications for online teaching and learning are discussed; emphasis is placed on balancing effective discussion gradebook feedback within a realistic instructional workload.