Personalized Feedback in a Virtual Learning Environment

Autor/in	Carby, Nateil
Titel	Personalized Feedback in a Virtual Learning Environment
Quelle	In: Journal of Educational Supervision, 6 (2023) 1, S.36-44, Artikel 3 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Individualized Instruction; Feedback (Response); Educational Environment; Distance Education; Electronic Learning; COVID-19; Pandemics; Gamification; Technology Uses in Education; Student Centered Learning; Personal Autonomy; Competence; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individuelle Autonomie; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The immediate shift to virtual instruction during the spring of 2020 forced educators worldwide to quickly adopt distance learning philosophies, technologies, and pedagogies. This lean adoption of virtual learning tools saw an unprecedented number of educators embrace new modalities of providing feedback to students. This paper explores those modalities and recommends that supervisors help educators situate personalized student feedback within the context of self-determination theory to ensure students' needs for competence, autonomy, and relatedness are not abandoned in a virtual learning environment characterized by isolation and loneliness. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01