FEEDBACK ON FEEDBACK: AN EXPLORATORY CASE STUDY OF ONLINE FACILITATORS’ PERCEPTIONS REGARDING THEIR FEEDBACK PRACTICES IN HIGHER EDUCATION

Nazarana Mather; Liesl Scheepers

Makale detayları

FEEDBACK ON FEEDBACK: AN EXPLORATORY CASE STUDY OF ONLINE FACILITATORS’ PERCEPTIONS REGARDING THEIR FEEDBACK PRACTICES IN HIGHER EDUCATION

Yazarlar:

Nazarana Mather | Liesl Scheepers

Yayıncı:

Anadolu University

Ana Başlıklar:

Classroom Measurement Practices

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.220-232

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338337

pISSN:

1302-6488

Anahtar kelimeler:

Özet:

 Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online facilitators OFs regarding meaningful feedback in a Higher Education HE online learning environment. Using a qualitative exploratory case study design, 45 OFs affiliated to a South African based private higher education institution PHEI were approached particpate in this study to share their understanding of what they believed constitutes meaningful feedback. Data were collected through focus groups and analyzed using content analysis. It was found that whilst each of the OFs who participated in this study sincerely believed their feedback to be meaningful there were aspects of their practice that did not align with what the literature suggests about the nature of meaningful feedback. Their understanding of meaningful feedback is feedback that emphasizes students processes and strategies rather than personal attributes. They perceive meaningful feedback as detailed, specific, and focused on task requirements and strategies, ensuring that students understand their successes and areas for improvement. Implementation of feedforward practices, despite an understanding of its importance, and the use of different methods and platforms to provide feedback were found to be areas for development. It could be concluded that the way in which the participants viewed the quality of the feedback that they provided to their students was not always in keeping with the benchmark criteria as set out in the research. In response to these findings the researchers have made suggestions that future research and professional development initiatives should focus on addressing these barriers and finding practical ways to provide accessible feedback to students more meaningfully and efficiently.

 Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online facilitators OFs regarding meaningful feedback in a Higher Education HE online learning environment. Using a qualitative exploratory case study design, 45 OFs affiliated to a South African based private higher education institution PHEI were approached particpate in this study to share their understanding of what they believed constitutes meaningful feedback. Data were collected through focus groups and analyzed using content analysis. It was found that whilst each of the OFs who participated in this study sincerely believed their feedback to be meaningful there were aspects of their practice that did not align with what the literature suggests about the nature of meaningful feedback. Their understanding of meaningful feedback is feedback that emphasizes students processes and strategies rather than personal attributes. They perceive meaningful feedback as detailed, specific, and focused on task requirements and strategies, ensuring that students understand their successes and areas for improvement. Implementation of feedforward practices, despite an understanding of its importance, and the use of different methods and platforms to provide feedback were found to be areas for development. It could be concluded that the way in which the participants viewed the quality of the feedback that they provided to their students was not always in keeping with the benchmark criteria as set out in the research. In response to these findings the researchers have made suggestions that future research and professional development initiatives should focus on addressing these barriers and finding practical ways to provide accessible feedback to students more meaningfully and efficiently.

 Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online facilitators OFs regarding meaningful feedback in a Higher Education HE online learning environment. Using a qualitative exploratory case study design, 45 OFs affiliated to a South African based private higher education institution PHEI were approached particpate in this study to share their understanding of what they believed constitutes meaningful feedback. Data were collected through focus groups and analyzed using content analysis. It was found that whilst each of the OFs who participated in this study sincerely believed their feedback to be meaningful there were aspects of their practice that did not align with what the literature suggests about the nature of meaningful feedback. Their understanding of meaningful feedback is feedback that emphasizes students processes and strategies rather than personal attributes. They perceive meaningful feedback as detailed, specific, and focused on task requirements and strategies, ensuring that students understand their successes and areas for improvement. Implementation of feedforward practices, despite an understanding of its importance, and the use of different methods and platforms to provide feedback were found to be areas for development. It could be concluded that the way in which the participants viewed the quality of the feedback that they provided to their students was not always in keeping with the benchmark criteria as set out in the research. In response to these findings the researchers have made suggestions that future research and professional development initiatives should focus on addressing these barriers and finding practical ways to provide accessible feedback to students more meaningfully and efficiently.

 Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online facilitators OFs regarding meaningful feedback in a Higher Education HE online learning environment. Using a qualitative exploratory case study design, 45 OFs affiliated to a South African based private higher education institution PHEI were approached particpate in this study to share their understanding of what they believed constitutes meaningful feedback. Data were collected through focus groups and analyzed using content analysis. It was found that whilst each of the OFs who participated in this study sincerely believed their feedback to be meaningful there were aspects of their practice that did not align with what the literature suggests about the nature of meaningful feedback. Their understanding of meaningful feedback is feedback that emphasizes students processes and strategies rather than personal attributes. They perceive meaningful feedback as detailed, specific, and focused on task requirements and strategies, ensuring that students understand their successes and areas for improvement. Implementation of feedforward practices, despite an understanding of its importance, and the use of different methods and platforms to provide feedback were found to be areas for development. It could be concluded that the way in which the participants viewed the quality of the feedback that they provided to their students was not always in keeping with the benchmark criteria as set out in the research. In response to these findings the researchers have made suggestions that future research and professional development initiatives should focus on addressing these barriers and finding practical ways to provide accessible feedback to students more meaningfully and efficiently.

Makale detayları

FEEDBACK ON FEEDBACK: AN EXPLORATORY CASE STUDY OF ONLINE FACILITATORS’ PERCEPTIONS REGARDING THEIR FEEDBACK PRACTICES IN HIGHER EDUCATION

Yazarlar:

Nazarana Mather | Liesl Scheepers

Yayıncı:

Anadolu University

Ana Başlıklar:

Classroom Measurement Practices

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.220-232

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338337

pISSN:

1302-6488

Meaningful feedback

higher education

open distance learning

online facilitators

Sayı

Makale detayları

FEEDBACK ON FEEDBACK: AN EXPLORATORY CASE STUDY OF ONLINE FACILITATORS’ PERCEPTIONS REGARDING THEIR FEEDBACK PRACTICES IN HIGHER EDUCATION

Yazarlar: Nazarana Mather | Liesl Scheepers

Yayıncı: Anadolu University

Ana Başlıklar: Classroom Measurement Practices

Dergi: Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.220-232

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001338337

pISSN: 1302-6488

Meaningful feedback

higher education

open distance learning

online facilitators

Sayı

Yazarlar:

Nazarana Mather | Liesl Scheepers

Yayıncı:

Anadolu University

Ana Başlıklar:

Classroom Measurement Practices

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 1, pp.220-232

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001338337

pISSN:

1302-6488