![Timely Feedback
“If you give them good feedback
at the beginning that’s … personal,
constructive, and helpful, the quality
of their work [will be better] for the
whole semester.”
Reciprocal Feedback in the Online Classroom, Rob Kelly, May 2012, Vol. 12, Num. 5, Online Classroom](https://image.slidesharecdn.com/20132convocationfeedback-130220070959-phpapp02/85/Spring-2013-Convocation-Student-Feedback-15-320.jpg)
Spring 2013 Convocation - Student Feedback
- 1. What Is Feedback, and Why Is it So Important? SPRING 2013 OPEN CAMPUS VIRTUAL CONVOCATION
- 2. Let’s Start with a Scenario… A student submits her work and doesn’t receive a grade or comments for two weeks.
- 3. In This Scenario… What could this delay in feedback mean for the student? Could this mean making the same mistakes on future assignments? Could this make for a bad impression of the online experience? Could this even make the difference between persisting and giving up?
- 4. Thankfully, there’s a better way… This presentation will examine research to show why and how feedback can help our students avoid such issues and be more successful.
- 5. So, Student Feedback: What Is It?
- 6. feed • back (noun) evaluative information derived from a particular process or activity: as in, “He got great feedback from his speech and was thus able to improve enough to deliver a knockout commencement address.”
- 7. stu•dent feed • back Student feedback can include a variety of helpful one-on- one responses from an instructor. Some examples: a phone call to follow-up on a student’s absence in the LMS a set of suggestions sent along with a paper grade a positive “pat on the head” message for a job well done a personalized response to a discussion post a class-wide message focusing on areas of improvement in a particular concept
- 8. Feedback Matters Online For online learners, feedback is especially important because it represents some of the only one-on-one engagement they have with their instructors.
- 9. One-on-One Interaction Is Essential… “the online classroom might be the only educational outlet in which the one-to-one interaction between the instructor and the student is more important than the textbook, assignments or lectures. . . students have no other gauge of their ability than targeted, specific feedback from the instructor.” The Journal of Educators Online, Volume 3, Number 2, July 2006
- 10. …And Students Crave That Interaction Interviews with 100 online learners at Kent State found that students crave interaction with their instructors. Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- 11. Why Are Students Looking for Interaction? Challenges for online students Asynchronous learning Lack of personal contact Potential disengagement can lead to a failure to persist
- 12. So How Can We Be of the Most Help? Employ Helpful Feedback to Help Students Grow and Improve. Feedback Should: Be Timely Be Personalized Be Engaging Model Critical Thinking
- 13. Personal Feedback “If you give them feedback directed to them personally, it reduces some barriers that … naturally develop in the online classroom.” “Using Audio to Provide Timely Feedback,” Rob Kelly, May 2012, Vol. 12, Num. 5, Online Classroom
- 14. Personalized Feedback Personalize discussion posts and emails; use students’ names; avoid boilerplate messages.
- 15. Timely Feedback “If you give them good feedback at the beginning that’s … personal, constructive, and helpful, the quality of their work [will be better] for the whole semester.” Reciprocal Feedback in the Online Classroom, Rob Kelly, May 2012, Vol. 12, Num. 5, Online Classroom
- 16. Timely Feedback Respond early & often In e-mails In discussion forums On written assignments
- 17. Engaging Feedback One recent study of online students found that when comments were communicated respectfully, “Students felt agency. They felt more involved in the class.” Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- 18. Engaging Student Feedback Ask questions that show you’ve been listening Make points that encourage further thought and conversation Model critical thinking
- 19. Model Critical Thinking “Ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback.” Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- 20. What Impact Might These Practices Have on Student Success?
- 21. Feedback and Student Success “Monitoring and feedback is a condition for student success. Students are more likely to succeed in settings that provide faculty, staff, and students frequent feedback about their performance.” “Taking Student Success Seriously: Rethinking the First Year of College” V. Tinto, Syracuse University. 2005.
- 22. Feedback and Student Success In one study of online students classified as persisters and nonpersisters, “results indicated that approximately 66% of the nonpersisters mentioned communication with faculty as a barrier to persistence. Both persisters and nonpersisters cited insufficient and unsatisfactory communication with academicians as a barrier to persistence.” (Morgan & Tam, 1999)
- 23. Feedback and Student Success The role of the instructor is magnified due to the lack of informal peer-to-peer interaction and the absence of typical non-verbal cues and spontaneous discussions in a face-to-face classroom. The Journal of Educators Online, Volume 3, Number 2, July 2006
- 24. Good Feedback = Persistence and Success In a recent Open Campus pilot program, Professor Jerry Shawver and his team of math instructors led a cohort of developmental math students to a 23.5% increase in student success by communicating often, offering ample feedback, and refusing to allow students to “fall off the map.”
- 25. Good Feedback = Critical Thinking As we’ve all seen in discussion forums and writing assignments, the better the feedback students get, the stronger and sharper their subsequent work becomes. Think about that!
- 26. Let’s Return to the Student in Our Scenario… With helpful feedback, our student (and her classmates) will be more persistent, more successful, and have a better experience, so remember: Be Timely Personalize Feedback Model Critical Thinking Engage and Encourage
- 27. Want to start using better feedback now? For in-depth tips and real-life examples on using these practices in your Open Campus classroom, please view the following Convocation modules on Student Feedback: Announcements Grading Discussions
- 29. THANK YOU!
Editor's Notes
- #7: III. Student Feedback: What is it?Definitionhttp://dictionary.reference.com/browse/feedback?s=t
- #8: III. Student Feedback: What is it?Definitionhttp://dictionary.reference.com/browse/feedback?s=t
- #10: Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- #11: “In interviews with approximately 100 online learners at Kent State, Simunich and her colleagues havefound that students crave interaction with their instructors, particularly personal interaction, such as emails thanking the student for submitting an assignment, acknowledging their performance, and offering additional help.“Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- #12: IV. Student Feedback: Why is it important in the online classroom?a. Challenges for online students… the anonymity which is so advantageous in the online course becomes a detriment as these students may feel isolated as faceless entities to college personnel who deal with them on an impersonal level. They may feel ignored or less important than the traditional students whose mere presence on campus commands attention.
- #14: Using Audio to Provide Personalized, Timely Feedback, Rob Kelly, May 1, 2012 issue of Online Classroom
- #16: Full Quote:“If you don’t start off at the beginning giving them feedback that has meaning for them, the quality oftheir work slips. If you give them good, strong feedback at the beginning that’s very personal, constructive, and helpful, the quality of their work [will be better] for the whole semester. If they know that somebody really cares about what they’re doing and [makes] that personal connection, they will work to that expectation. If they don’t think the instructor is spending time with their work and simply says, ‘Oh, you did a great job’ but doesn’t make anything personal, they figure, ‘Oh well, the instructor skimmed the information,’” Cleveland said.Reciprocal Feedback in the Online Classroom, Rob Kelly, May 2012, Vol. 12, Num. 5, Online Classroom
- #18: Full Quote:“I was initially scared by what type of feedback would come back to me. I didn’t want to open a Pandora’s Box when I started this. What I found … was that the comments I received from students, both positive and negative, were communicated respectfully. Students felt agency. They felt more involved in the class.” Reciprocal Feedback in the Online Classroom, Rob Kelly, May 2012, Vol. 12, Num. 5, Online Classroom
- #20: Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- #22: Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- #23: Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- #24: Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
- #25: IV. b. ii.Retention rates directly relate to how well the courses and facilitators meet the needs of the learners enrolled in these courses (Paloff and Pratt 2003). If learners are satisfied with the results of their online experience, they are more likely to stay in the course. Community colleges fall victim to overall student attrition at a higher rate than 4-year institutions (Tinto, 1993) and distance education courses see a larger number of students who fail to persist than traditional courses (Bather, 2001; Moore et al., 2002; Stover, 2005)Studies also indicate that a lack of personal interaction and support are major reasons for online student attrition (Moore & Kearsley, 1996; Moore et al., 2002)
- #26: IV. b. iii.