Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
How do Students Perceived Computerized Feedback as Effective?
1
Universiti Sains Malaysia, 11800 Gelugor, Penang, MALAYSIA
Online publication date: 2018-04-22
Publication date: 2018-04-22
EURASIA J. Math., Sci Tech. Ed 2018;14(6):2669-2682
KEYWORDS
ABSTRACT
Feedback plays an important role in fostering deep learning. It is widely recognized as one of the most powerful influences on students’ learning. Meanwhile, timeliness is one of the important elements for feedback to be effective. In line with the technology development, the trend of feedback delivery has been shifted from conventional written and oral feedback to computerized feedback. It can be planned and delivered to students in a timely manner. To fully utilize the advantage of computerized feedback, students’ views should be taken into account. This study investigated students’ perception on computerized feedback through semi-structured interviews. From the results, seven themes were identified: (1) Meaning, (2) Content, (3) Comprehensibility, (4) Usefulness, (5) Timeliness, (6) Emotion, and (7) Attention. The findings of this study emphasize the needs for understanding students’ perceptions of computerized feedback to maximize its role in improving students’ performance.
REFERENCES (29)
1.
Annie, T. (2011). Exploring students’ perception of and reaction to feedback in school-based assessment. Malaysian Journal of ELT Research, 7(2), 104-147.
3.
Barrow, D., Mitrovic, A., Ohlsson, S., & Grimley, M. (2008). Assessing the impact of positive feedback in constraint-based tutors. In ITS 2008, The 9th International Conference on Intelligent Tutoring Systems, Montreal, Canada. https://doi.org/10.1007/978-3-....
4.
Brosvic, G. M., Epstein, M. L., Cook, M. J., & Dihoff, R. E. (2005). Efficacy of error for the correction of initially incorrect assumptions and of feedback for the affirmation of correct responding: learning in the classroom. Psychological Record, 55(3), 401-418. https://doi.org/10.1007/BF0339....
5.
Budge, K. (2011). A desire for the personal: student perceptions of electronic feedback. International Journal of Teaching and Learning in Higher Education, 23(3), 342-349.
6.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. https://doi.org/10.1080/030750....
7.
Chang, N., Watson, B., Bakerson, M. A., & McGoron, F. X. (2013). Undergraduate students’ perceptions of electronic and handwritten feedback and related rationale. Journal of Teaching and Learning with Technology, 2(2), 21-42.
8.
Cotner, S. H., Fall, B. A., Wick, S. M., Walker, J. D., & Baepler, P. M. (2008). Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrollment courses? Journal of Science Education and Technology, 17(5), 437-443. https://doi.org/10.1007/s10956....
9.
Epstein, M. L., Lazarus A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52, 187-201. https://doi.org/10.1007/BF0339....
10.
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th Ed.). Upper Saddle River, NJ: Pearson.
11.
Gipps, G. R. (1999) Using Assessment Strategically to Change the Way Students Learn. In Brown, S. & Glasner, A. (Eds.), Assessment Matters in Higher Education - Choosing and Using Diverse Approaches. London. Society for Research in Higher Education and Open University Press, 41-53.
12.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465....
13.
Higgins, R. (2000). ‘Be more critical’: rethinking assessment feedback. Paper presented to British Educational Research Association Conference, Cardiff University, 7–10 September.
14.
Johnson, A. M., Reisslein, J., & Reisslein, M. (2015). Transitional Feedback Schedules During Computer-based Problem-solving Practice. Computers & Education, 81, 270-280. https://doi.org/10.1016/j.comp....
15.
Kuiper, E., & Pater-Sneep, M. (2014). Student perceptions of drill-and-practice mathematics software in primary education. Mathematics Education Research Journal, 26(2), 215 – 236.
16.
Lalor, A. (2012). Keeping the destination in mind. Educational Leadership, 70(1), 75-78.
17.
Lilley, M., Barker, T. & Britton, C. (2005). The generation of automated learner feedback based on individual proficiency levels. Proceedings of the 18th International Conference on Industrial & Engineering Applications of Artificial Intelligence & Expert Systems, Lecture Notes in Artificial Intelligence, 3533, 842-844. https://doi.org/10.1007/115048....
18.
Marsh, E. A. (2012). Using verification feedback to correct errors made on a multiple-choice test. Memory, 20(6), 645-653. https://doi.org/10.1080/096582....
19.
Mason, B. J., & Bruning, R. (2001). Providing feedback in computer-based instruction: What the research tells us. Center for Instructional Innovation, University of Nebraska-Lincoln: 14. Retrieved from: http://dwb.unl.edu/Edit/MB/Mas....
20.
Merriam, S. B. (2001). Qualitative Research and Case Study Application in Education. San Francisco: Jossey-Bass Publishers.
21.
Mitrovic, A. (2010). Modeling domains and students with constraint-based modeling. In R. Nkambou, J. Bourdeau, & R. Mizoguchi (Ed.), Advances in intelligent tutoring systems (Vol. 308, pp. 63-80). Berlin Heidelberg: Springer. https://doi.org/10.1007/978-3-....
22.
Mutch, A. (2003). Exploring the practice of feedback to students. Active Learning in Higher Education, 4, 24-38. https://doi.org/10.1177/146978....
23.
Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multi–media learning. In Instructional Design for Multimedia Learning, edited by H. M. Niegemann, D. Leutner, and R. Brünken, pp. 181–195. Münster: Waxmann.
24.
Randall, L., & Zundel, P. (2012). Students’ perceptions of the effectiveness of assessment feedback as a learning tool in an introductory problem-solving course. Canadian Journal for the Scholarship of Teaching and Learning, 3(1), 1-15. https://doi.org/10.5206/cjsotl....
25.
Rowe, A. D., & Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science, 4(3), 78-88.
26.
Sambell, K., Sambell, A., & Sexton, G. (1999). Student perceptions of the learning benefits of computer-assisted assessment: a case study in electronic engineering. In Brown, S., Race, P. & Bull, J. (Ed.), Computer-assisted assessment in higher education (Chapter 19, 179-192). London: Kogan Page/SEDA.
27.
Siegel, M. A., & Misselt, A. L (1984). Adaptive feedback and review paradigm for computer-based drills Journal of Educational Psychology, 76(2), 310-317. https://doi.org/10.1037/0022-0....
28.
Timmers, C., & Veldkamp, B. (2011). Attention paid to feedback provided by a computer-based assessment for learning on information literacy. Computer & Education, 56(3), 923-930. https://doi.org/10.1016/j.comp....
29.
Tudor, J., Penlington, R., & McDowell, L. (2010). Perceptions and their influences on approaches to learning. Journal of the Higher Education Academy Engineering Subject center, 5(2), 69-79. https://doi.org/10.11120/ened.....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
