Content and Timing of Feedback in a Web-Based Learning Environment: Effects on Learning as a Function of Prior Knowledge

Autor/inn/en	Smits, Marieke H. S. B.; Boon, Jo; Sluijsmans, Dominique M. A.; van Gog, Tamara
Titel	Content and Timing of Feedback in a Web-Based Learning Environment: Effects on Learning as a Function of Prior Knowledge
Quelle	In: Interactive Learning Environments, 16 (2008) 2, S.183-193 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
Schlagwörter	Feedback (Response); Student Attitudes; Computer Assisted Instruction; Prior Learning; Genetics; Educational Environment; Internet; Web Based Instruction; Time Factors (Learning); Educational Technology; Instructional Design; Science Instruction; Learning Processes; Foreign Countries; Secondary School Students; Pretests Posttests; Questionnaires; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Vorkenntnisse; Humangenetik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Web Based Training; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Ausland; Sekundarschüler; Fragebogen; Niederlande
Abstract	This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10