VCU CTE - Good Practice Gives Prompt Feedback

Principle 4 - Good Practice Gives Prompt Feedback

Scenario:

The web has solved the time delay issue in many classes of turning around homework or questions with timely responses. Rather than waiting until a class meeting, faculty can use a variety of tools to provide feedback. Professor Bob Heinlein finds that the quick feedback loops enable him to focus his lessons more effectively.

Before moving in to a weekly module, Bob posts an online poll to determine the extent to which his class has prior knowledge of the subject. As students complete the poll, they instantly see how they compare to their classmates. Bob is able to use the data to streamline some sections he planned to cover while expanding others he felt were foundational and not well understood by his students.

Bob and his students all subscribe to an instant message service on the web tied to a popular social networking site. At a class, students can see if Bob is “In” or not and drop him a note or question. Bob is able to respond by text or suggest the student “call” him using Skype. If several students hit him with similar issues, he records a quick screencast tutorial response using Jing and posts it on his class website. Bob has found that he typically needs to make two kinds of responses. Some of his feedback is informational, but equally important is his acknowledgement and positive strokes feedback.

Some of his students recommend using a microblogging service for more immediate feedback and exchange of information and questions. Bob finds that these tools enable him to quickly share thoughts and resources, and in modeling this behavior, he grows this practice among his students. As he interacts routinely with his students across several social media sites, he sees his students connecting not only with him but with some of his colleagues they find through his sites.

Students need help determining what they know and what they do not know. Bob effectively uses web tools to provide timely and frequent feedback, guiding his students in their learning journey. Bob’s students see him as someone who truly cares for them and their success.

As Chickering and Gamson noted:

“Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves” (p. 1).

Feedback that is clear, specific, and timely motivates students to improve. Conversely, the absence of prompt, useful feedback reduces interest in learning (Desrochers, 2005).

The online environment provides multiple mechanisms for feedback. Learning management systems like Blackboard, Angel, or Moodle provide for the posting and review of grades. Assignments can be marked up and returned electronically. Formative practice tests can be taken multiple times with immediate feedback. Email and discussion forums offer opportunities for feedback as well. Office hours can be conducted online through web conferencing or chat rooms.

“Prompt feedback” can mean different things to faculty and students. Mupinga, Nora and Yaw (2006) found that seventy-nine percent of the students they surveyed expected the assignments they submit to be graded “immediately,” and if that was not possible, “at least [in] two business days,” but not later than the “following week.”

The 2007 National Survey of Student Engagement noted that only 53% of students thought that they had received prompt feedback (NSSE, 2007). This survey of nearly 300,000 students nationally was not specific to online courses, but the interesting fact is that faculty surveyed thought they had provided prompt feedback nearly 90% of the time. Given these perception differences, it is important to drive expectations by explicitly stating timeframes for feedback. Faculty should note their use or non-use of instant messaging, social networks like Facebook, as well as turnaround times for email and graded assignments. Letting students know that a faculty member will be away at a conference alleviates concerns that could arise over that time period.

The absence of body language in online classes highlights the need for alternative forms of feedback in both directions – faculty to student and student to faculty. Use of social media sites enables faculty and students to connect and communicate in more timely ways, overcoming the barriers of time and space.

Principle 4 - Good Practice Gives Prompt Feedback

Scenario:

Tool Box