Student and Faculty Perceptions of E-Feedback

Autor/inn/en	McCabe, Jennifer; Doerflinger, Alicia; Fox, Russell
Titel	Student and Faculty Perceptions of E-Feedback
Quelle	In: Teaching of Psychology, 38 (2011) 3, S.173-179 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628311411794
Schlagwörter	Feedback (Response); Student Attitudes; Writing Ability; Psychology; Writing Assignments; Electronic Learning; Electronic Publishing; Editing; Word Processing; Teacher Attitudes; Student Surveys; Teacher Surveys; Mail Surveys; Achievement Gains; Writing Skills; Educational Technology; Research Design; Correlation; Teaching Methods; Performance Factors; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Schülerverhalten; Schreibkompetenz; Psychologie; Elektronisches Publizieren; Redaktion; Textbearbeitung; Textverarbeitung; Lehrerverhalten; Schülerbefragung; Erhebungsinstrument; Achievement gain; Leistungssteigerung; Writing skill; Schreibfertigkeit; Unterrichtsmedien; Forschungsdesign; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsindikator; Unterrichtserfolg
Abstract	This article presents student and faculty ratings of electronic editing (EE) functions (i.e., track changes, insert comments, highlighting) as used for "e-feedback" on written assignments. Students reported increased convenience, clarity of expectations, amount of feedback, and writing ability as well as substantial improvement in EE skills compared to paper-based methods. Also, ratings and use of e-feedback were positively correlated with final report grades. To further explore the role of e-feedback in psychology education, a survey indicated that faculty rated e-feedback as similar to paper-based methods for time and effort but potentially more beneficial for learning. In addition, faculty with more e-feedback experience reported higher educational value for EE skills. Advantages and disadvantages from the student and instructor perspectives are discussed. (Contains 2 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10