E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom

Autor/in	Alharbi, Wael
Titel	E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom
Quelle	In: Journal of Educational Technology Systems, 46 (2017) 2, S.239-251 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/0047239517697966
Schlagwörter	Feedback (Response); Computer Mediated Communication; Learning Processes; Undergraduate Students; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Scaffolding (Teaching Technique); Barriers; Teaching Methods; Instructional Effectiveness; Computer Software; Questionnaires; Video Technology; Likert Scales; Student Attitudes; Statistical Analysis; Content Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Computerkonferenz; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Fragebogen; Likert-Skala; Schülerverhalten; Statistische Analyse; Inhaltsanalyse; Großbritannien
Abstract	Feedback plays an important role in the student learning process as it gives the learners greater insight into what they have actually done to arrive at an outcome. The importance of providing learners with feedback during the learning process comes from the fact that it highlights the difference between the intended outcome and the actual outcome, as well as the learners' strengths and areas for improvement, thus providing a drive for change. However, providing learners with effective feedback is challenging in online settings where the physical absence of the instructor and the restrictive nature of most available online learning platforms can create a barrier to giving the appropriate feedback to the learners. In this article, I propose a freely available online technology that can be of great help to educators who teach online courses. I first review literature on the aspects that affect the quality of feedback and then demonstrate how providing e-feedback through screencast technology can positively enhance the effectiveness of feedback provided electronically in online settings. I will shed light on an empirical study conducted by the researcher in which he provided e-feedback in the form of screencasts in an online English as a Foreign Language (EFL) course with undergraduate students (n = 87) at a British University and measured the impact of each type of feedback on the learning process and learning outcomes. Toward the end of the article, I put forth my recommendations for the best use of e-feedback technologies in any online educational setting in general, and in a language classroom in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01