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The document discusses the benefits of providing feedback to students in online courses. It states that consistent, ongoing feedback can increase students' self-confidence, self-efficacy, and self-esteem by emphasizing effort over ability. This feedback strengthens the student-instructor relationship and engagement. Effective feedback is timely, relevant, specific, and actionable to help students improve their performance.
The document discusses the benefits of providing feedback to students in online courses. It states that consistent, ongoing feedback can increase students' self-confidence, self-efficacy, and self-esteem by emphasizing effort over ability. This feedback strengthens the student-instructor relationship and engagement. Effective feedback is timely, relevant, specific, and actionable to help students improve their performance.
The document discusses the benefits of providing feedback to students in online courses. It states that consistent, ongoing feedback can increase students' self-confidence, self-efficacy, and self-esteem by emphasizing effort over ability. This feedback strengthens the student-instructor relationship and engagement. Effective feedback is timely, relevant, specific, and actionable to help students improve their performance.
One
of
the
most
important
elements
in
any
course
is
providing
students
with
formative
and
summative
feedback
about
their
performance
and
progress.
Consistent,
ongoing
and
detailed
feedback
can
have
a
positive
effect
on
student
success
in
online
courses,
specifically
with
regard
to
increasing
student
self-‐ confidence,
self-‐efficacy,
and
self-‐esteem.
Self-‐confidence
refers
to
a
student’s
belief
in
him
or
herself,
while
self-‐efficacy
refers
to
a
student’s
estimation
that
they
can
succeed
at
a
specific
task
or
tasks
within
a
given
domain.
According
to
Tina
Stavredes
in
Effective
Online
Teaching:
Foundations
and
Strategies
for
Student
Success,
“self-‐efficacy
influences
the
effort
that
learners
put
forth,
how
long
they
persist
at
a
task
when
confronted
with
obstacles,
and
how
they
feel
about
the
task”
(p.
63).
Both
self-‐confidence
and
self-‐efficacy
directly
contribute
to
a
student’s
overall
self-‐esteem:
“If
students
can
relate
their
effort
with
their
success,
their
self-‐ esteem
is
positively
affected”
(Chakraborty
&
Nafukho,
2014).
When
creating
feedback
for
students
individually
and
as
a
class,
you
can
build
student
confidence
by
stressing
effort
over
ability,
as
effort
is
something
within
the
students’
control
(Stavredes,
2011,
p.
160).
This
is
an
important
concept
in
providing
supportive
feedback
and
direction,
as
the
feedback
that
is
communicated
to
students
can
be
either
a
key
motivator
or
discouragement
(Stavredes,
2011,
p.
160).
Specific,
concise,
and
actionable
feedback
goes
beyond
simply
posting
a
grade
or
level
of
achievement,
and
instead
offers
students
personalized
strategies
for
activating
prior
knowledge,
improving
performance,
and/or
maintaining
success.
While
online
learning
can
have
many
advantages,
including
improvements
in
students’
computer
skills
and
extended
time
for
students
to
think
critically
in
order
to
apply
knowledge
to
practical
scenarios,
online
learning
also
comes
with
challenges
(Chakraborty
&
Nafukho,
2014).
One
potential
challenge
of
online
learning
is
the
reduced
interaction
between
and
among
the
students
and
course
facilitators
(Chakraborty
&
Nafukho,
2014).
There
are
typically
four
types
of
interactions
that
take
place
in
both
online
and
face-‐to-‐face
courses,
including:
student
to
instructor
interaction,
student
to
student
interaction,
student
to
content
interaction,
and
student
to
technology
interaction.
Strategies
for
facilitating
these
types
of
interactions
vary
within
online
and
face-‐to-‐face
courses;
regardless,
these
types
of
interactions
have
a
significant
impact
on
students’
engagement
in
the
course
and
with
the
course
content.
Chakraborty
and
Nafukho
(2014)
note
that
the
“content
and
level
of
interactions
[influence]
learning
climate
positively.”
One
of
the
many
benefits
of
providing
personal
and
detailed
feedback
to
students
in
online
classes
is
the
ability
to
enhance
and
strengthen
the
student
to
instructor
interaction
and
relationship.
Students
typically
value
constructive
feedback
from
their
instructors,
as
the
feedback
can
be
perceived
as
a
means
of
establishing
interpersonal
and
social
relationships
within
the
course.
This
is
especially
beneficial
for
students
who
may
be
reluctant
or
uncomfortable
with
approaching
instructors
who
may
feel
isolated
in
the
online
environment.
Providing
feedback
that
is
timely
and
relevant
is
also
key
for
empowering
students
to
use
the
feedback
to
not
only
evaluate
their
current
performance,
but
also
to
incorporate
into
their
future
performance.
Delayed
or
untimely
feedback
can
result
in
students
not
valuing
the
feedback
process
or
the
feedback
itself.
The
same
can
be
said
for
offering
students
generic,
impersonal
feedback.
The
investment
of
time
is
almost
always
a
concern
for
faculty
when
it
comes
to
grading
and
constructing
feedback
for
students.
Effectively
using
technology
to
assist
and
enhance
the
feedback
process
can
be
a
successful
time
management
strategy.
In
the
article
Teaching
Today’s
Online
Students,
Errol
Craig
Sull
(2014)
points
out
that
a
solid
integration
of
technology
with
the
course
materials
can
keep
students
engaged,
particularly
if
those
students
are
tech
savvy
and
are
accustomed
to
the
immediacy
of
technology
Consider
the
formats
in
which
you
offer
feedback
to
students.
While
written
feedback
is
the
traditional
method
used
by
most
instructors,
it
can
sometimes
be
time
consuming
and
can
run
the
risk
of
failing
to
make
it
clear
to
students
how
exactly
to
improve
their
performance
or
shift
their
ways
of
interacting
with
the
course
materials.
Additional
challenges
for
students
trying
to
decipher
written
feedback
are
unintentional
vague
statements,
illegible
handwriting,
or
a
lack
of
cohesion
within
the
feedback.
Written
feedback
can
be
enhanced
or
improved
upon
by
combining
or
replacing
it
with
audio,
video
or
screencast
feedback.
Recording
audio
feedback
using
a
free,
open-‐source
recording
tool
like
Audacity
is
an
easy
way
to
verbally
review
students’
work
as
you
are
grading
it.
The
audio
files
can
be
exported
to
.mp3
format
and
delivered
to
students
through
the
learning
management
system.
Audio
feedback
can
assist
students
with
reviewing
their
performance
on
assessments,
as
the
verbal
cues
and
stresses
in
intonation
help
point
toward
areas
on
which
students
should
focus.
Merry
and
Orsmond
(2008)
found
that
“students
appreciated
audio
feedback
because
it
was
perceived
as
being
of
good
quality,
was
easier
to
understand,
had
more
depth
and
was
more
personal
that
written
feedback.
Staff
found
audio
feedback
particularly
valuable
to
explain
complex
ideas…and
consequently
more
[student]
understanding
could
be
gained
from
the
spoken
word”
(as
cited
in
Crook
et
al.,
2012,
p.
387).
Video
feedback
can
be
equally
as
successful,
as
it
combines
the
voice
inflection
cues
of
audio
recordings
with
the
ability
for
students
to
see
the
instructor’s
facial
cues
and
body
language.
Video
feedback
can
easily
be
recorded
directly
in
Blackboard
then
published
to
YouTube
using
Blackboard’s
Video
Everywhere
tool.
It
should
be
noted
that
a
best
practice
for
uploading
feedback
videos
to
YouTube
is
to
make
sure
that
the
videos
are
marked
as
unlisted
so
that
they
cannot
be
searched
for
on
the
site.
Screencasting
with
video
and
audio
using
programs
like
Screencast-‐O-‐Matic
(free)
or
Camtasia
(license
required)
can
further
enhance
feedback
by
combining
the
verbal
and
body
language
cues
with
an
on-‐screen
recording
of
the
student’s
actual
work,
which
can
be
helpful
for
pointing
toward
areas
of
weakness
and
strength.
Both
video
and
screencasting
files
can
be
exported
to
.mp4
formats
and
provided
to
students
through
the
learning
management
system..
In
a
study
on
the
efficiency
of
providing
video
feedback
to
students,
Crook
et
al.
(2012)
found
that
not
only
did
students
find
video
feedback
to
be
“easy/clear
to
understand
in
comparison
to
normal
methods
of
feedback…[students]
suggested
that
the
feedback
was
more
extensive,
informative,
the
key
points
were
better
emphasized
and
that
it
aided
their
visualization
of
the
task
through
demonstrations
and/or
diagrams”
(p.
391).
In
this
same
study
it
was
found
that
“in
general,
video
was
found
to
take
a
similar
amount
of
time
[for
instructors
to
create]
to
other
methods
of
generic
feedback
provision”
(Crook
et
al,
2012,
p.
390).
It
should
be
noted
that
for
students
requiring
accommodations,
additional
steps
like
captioning
or
providing
a
transcript
may
be
needed
to
make
sure
their
audio,
video
or
screencast
feedback
is
accessible.
This
is
not
to
say
that
audio,
video
or
screencast
feedback
should
replace
written
feedback,
but
rather
that
these
types
of
feedback
can
enhance
the
overall
feedback
process
which
directly
impacts
instructor
presence
and
student
performance.
Based
on
the
assessment
being
evaluated,
one
or
more
types
of
feedback,
including
written,
audio,
video
and
screencast
feedback,
might
be
utilized
in
order
to
communicate
which
areas
of
their
performance
students
should
focus
on
or
prioritize.
Stavredes
(2011)
suggests
that
“ongoing
feedback
can
help
learners
build
confidence
by
communicating
specifically
what
they
are
doing
well,
as
well
as
how
they
can
improve
performance.”
Stavredes
advises
that
detailed
feedback
should
include:
• Specifics
about
areas
of
the
assessment(s)
in
which
the
student
excelled
• Specifics
about
areas
of
the
assessment(s)
where
the
learner
needs
improvement
• Actionable
directives
for
continued
or
improved
performance
• Positive
reinforcement
(p.
197)
Additionally,
Crook
et
al.
(2011)
suggest
that
the
process
for
generating
detailed
feedback
aim
to:
• Engage
students
so
that
they
can
make
use
of
the
feedback
• Make
efficient
use
of
instructor
time
• Return
feedback
to
students
in
a
timeframe
that
enables
them
to
incorporate
the
feedback
for
success
in
future
assessments
Regardless
of
the
type
of
feedback
being
provided
to
students,
it
is
important
to
communicate
the
purpose
of
the
feedback
and
the
process
through
which
it
will
be
delivered.
This
will
help
provide
direction
to
students
about
how
to
interact
with
their
individual
feedback
so
that
they
can
get
the
most
out
of
it
while
potentially
contributing
to
instructor
presence
and
student
self-‐confidence,
self-‐efficacy
and
self-‐esteem.
If
you
have
further
questions
or
curiosities
about
constructing
and
delivering
feedback
to
students,
please
contact
CIRT
for
assistance.
REFERENCES
Chakraborty,
M.,
&
Nafukho,
F.
M.
(2014).
Strengthening
student
engagement:
what
do
students
want
in
online
courses?.
European
Journal
Of
Training
&
Development,
38(9),
782-‐802.
doi:10.1108/EJTD-‐11-‐2013-‐0123
Crook,
A.,
Mauchline,
A.,
Maw,
S.,
Lawson,
C.,
Drinkwater,
R.,
Lundqvist,
K.,
&
...
Park,
J.
(2012).
The
use
of
video
technology
for
providing
feedback
to
students:
Can
it
enhance
the
feedback
experience
for
staff
and
students?.
Computers
&
Education,
58386-‐396.
doi:10.1016/j.compedu.2011.08.025
Stavredes,
T.
(2011).
Effective
online
teaching:
Foundations
and
strategies
for
student
success.
San
Francisco,
CA:
Jossey-‐Bass.