Perceived impact of online written feedback on students' writing and learning: a reflection

Delante, Nimrod L. (2016) Perceived impact of online written feedback on students' writing and learning: a reflection. In: [Presented at the 30th Annual Conference Asian Association of Open Universities]. From: AAOU 2016: 30th Annual Conference Asian Association of Open Universities, 26-29 October 2016, Manila, Philippines.

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In this reflective study, I perceived the impact of my own online written feedback on students' academic writing skills in particular and learning in general. Anchored on Schon's (1983) reflection-on-action (ROA) framework, my reflection was made possible through a thematic analysis of my written feedback on 80 student drafts and 44 email requests. I found that my written feedback is of two types, focus on form and focus on meaning. Coding the feedback led to an identification of six feedback functions: instructive/using imperatives (18.36%), suggestive (15.31%), asking questions/probing (23.98%), stating a personal opinion (6.12%), corrective (29.59%) and affirming/negating (6.63%). Categorising my feedback according to these functions has been influenced by Wolsey's feedback functions (2008; as cited in Alvarez, Espasa & Guasch, 2012). Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. Also, I found that my feedback on form (59%) is higher than my feedback on meaning (41%) although the gap is not relatively huge. I explained the relationship of these findings by exploring some confounding factors along with a discussion of their implications. I argued that context or situatedness, culture and personality characteristics are key factors that influence what feedback we provide our students and why. Although inconclusive, this reflective study provided me with a light bulb that will guide me to reshape or recalibrate the way I provide feedback on students' written drafts in future, which will have an impact on their learning journey as a whole.

Item ID: 46815
Item Type: Conference Item (Non-Refereed Research Paper)
Keywords: reflection, online written feedback, feedback types, feedback functions, learner dependence, learning autonomy
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Funders: James Cook University
Date Deposited: 30 Jan 2017 23:08
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) @ 70%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl Maori) @ 30%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 50%
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