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

Delante, Nimrod L. (2017) Perceived impact of online written feedback on students' writing and learning: a reflection. Reflective Practice, 18. pp. 772-804.

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Abstract

In this reflective study, I perceive the impact of my own written feedback on students’ academic writing skills in particular and on learning in general. Anchored on Schon’s reflection-on-action (ROA) framework, my reflection arose from a content analysis of my written feedback on 80 student drafts and 44 feedback responses. 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%). The categorisation of feedback according to these functions was influenced by Wolsey’s feedback functions (2008) which was adapted by Alvarez, Espasa and Guasch. Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. I also found that my feedback on form (59%) is higher than my feedback on meaning (41%). I explain the relationship of these findings by identifying some confounding factors that enabled me to interrogate my assumptions, along with a discussion of their implications.

Item ID: 50099
Item Type: Article (Research - C1)
ISSN: 1470-1103
Keywords: reflection, online written feedback, feedback types, feedback functions, learner dependence, learning autonomy
Date Deposited: 05 Sep 2017 22:47
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 20%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30%
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