This study explored how students perceive and use feedback to take ownership and deepen their learning in an online graduate degree program. We will share the results of our research that indicated multiple forms of feedback were desired from students from video screencast to written feedback.
Context/Literature
Feedback is generally defined as the process of dissecting aspects of performance with the intent to bridge the gap between what is known and what needs to be understood (Ramaprasad, 1983; Sadler, 1989). Gould and Day (2013) reported the goal of feedback is to help learners assess and reflect on their own work to “promote cognitive and analytical mechanisms” (p. 555). Both researchers recognize that feedback is critical to the development of autonomous learners (Orsmond, Maw, Park, Gomez, & Crook, 2013).
Related literature provides an historical perspective of the constructivist feedback methods that includes (a) the importance of learner understanding and receptivity of feedback, (b) feedback modalities that impact feed forward, (c) the significance of discourse and dialogue in feedback, and (d) how feedback can be leveraged to deepen learning and promote self-regulated learners. As such, we will present an overview of our program, the context in which feedback is given, and how it is used by students to feed forward, build ownership and autonomy in learning. Henderson and Phillips (2015) make the argument that there is no clear agreement about the best design and form in which feedback should be given (Henderson & Phillips, 2015).
Research Questions and Methodology will be shared more in depth at the conference but a mixed methods (survey plus open text) were used.
Based on the findings of this study, the researchers would concur that students prefer multiple modalities of feedback, but prefer personal feedback that helps them to reorient their thinking. McCarthy (2015) suggested there is no ‘one size fits all’ feedback model, but it is important to take into consideration the field of study, the assessment type, the format, the class size, the study type, and available resources. Based on the responses of 47 participants in this study, we will share participant responses about which kinds of feedback were most meaningful and include opportunities for discussion throughout the presentation, sharing methods that feedback can be most impactful.
Findings revealed significant learning environments that encourage learner choice, ownership, and voice through authentic learning opportunities (conditions) are optimal for students to understand and be receptive to feedback; have dialogue and discourse with instructors for meaningful learning; and use appropriate feedback modalities (context) to build self-regulated, independent, and deep learners.
Participants will interact with the slide deck and ask/discuss the findings and results. Participants will learn multiple methods/strategies of offering feedback to feed forward in a targeted and deliberate way that will impact students to delve deeper into their learning and learning experiences. What makes this study highly unique is that our program immerses students in the CSLE + COVA Framework (http://tilisathibodeaux.com/wordpress/?page_id=515) which gives learners choice, ownership, and voice through authentic learning opportunities all contained within a significant learning environment, completely online.