Promoting Deep Learning through Online Feedback in SPOCs

Autor/inn/en	Filius, Renée M.; de Kleijn, Renske A. M.; Uijl, Sabine G.; Prins, Frans J.; van Rijen, Harold V. M.; Grobbee, Diederick E.
Titel	Promoting Deep Learning through Online Feedback in SPOCs
Quelle	In: Frontline Learning Research, 6 (2018) 2, S.92-113 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Higher Education; Transformative Learning; Learner Engagement; Critical Thinking; Feedback (Response); Teaching Methods; College Faculty; College Students; Persistence; Inquiry; Learning Processes; Student Attitudes; Intervention; Peer Influence; Student Centered Learning; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Pädagogische Transformation; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Collegestudent; Ausdauer; Learning process; Lernprozess; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Niederlande
Abstract	Higher education aims for deep learning and increasingly uses a specific form of online education: Small Private Online Courses (SPOCs). To overcome challenges that instructors face in order to promote deep learning through that format, the use of feedback may have significant potential. We interviewed eleven instructors and four students and organized a focus group to formulate scalable design propositions for instructors in SPOCs to promote deep learning. Propositions have been formulated according to the CIMO-logic. This study resulted in identification of four mechanisms by which the desired outcome (deep learning) can be achieved, which we describe here along with proposed interventions. Results show that the "online learning interaction model" can be deepened with these mechanisms: 1) Feeling personally committed, 2) Asking and providing relevant feedback, 3) Probing back and forth, and 4) Understanding one's own learning process. To activate these mechanisms, scalable feedback interventions are described in three categories. Results at this relatively young field of SPOCs also show that feedback as a dialogical process may contribute to solving the current challenges of instructors in SPOCs to achieve deep learning with their students. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01