Understanding Informal Feedback to Improve Online Course Design

Autor/inn/en	Meikleham, Alexandra; Hugo, Ron
Titel	Understanding Informal Feedback to Improve Online Course Design
Quelle	In: European Journal of Engineering Education, 45 (2020) 1, S.4-21 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1563051
Schlagwörter	Feedback (Response); Curriculum Design; Online Courses; Electronic Learning; Formative Evaluation; Synchronous Communication; Automation; Interaction; Artificial Intelligence + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Online course; Online-Kurs; Interaktion; Künstliche Intelligenz
Abstract	Quality feedback is crucial to learning; the growth of online delivery has altered how it is obtained and shared. Educators interested in improving online learning can benefit from understanding formal and informal feedback flows existing in face-to-face environments and how these transfer online. This article examines the nuance of informal feedback in education and how this is impacted by online delivery. A variety of techniques were situated along a spectrum from face-to-face to online delivery, and informal to formal assessment types. Four main themes for facilitating informal feedback with online delivery were identified: Type 1--increased emphasis on formal formative assessment; Type 2--facilitating alternative 'face-to-face' experiences; Type 3--manual analysis of unstructured learner generated data; and Type 4--automated experiences. Recommendations for course designers, implications for CDIO institutions and organisation were discussed, including blended learning projects, online communities of practice, data sharing and advocacy opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01