Facilitating student learning in distance education: a case study on the development and implementation of a multifaceted feedback system
Abstract
This paper reports on a case study conducted in an American university investigating the role of feedback within a distance education environment. Based on data gathered from online and hybrid undergraduate students in a teacher education program and supported by existing research, we describe how we support online learners by implementing a feedback system that incorporates multi-draft formative assessments and various feedback strategies. We describe these strategies (i.e. explicit feedback directions and feedback surveys) as well as data from formative assessments to demonstrate the impact of clear expectations and feedback on student performance in distance education. We present recommendations for online feedback and propose a feedback model for further study.
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Focusing on formative assessment to enhance students' learning, with special attention to peer-to-peer forms of assessment, promoted learners' participation and meaningful engagement.
“focusing on formative assessment to enhance students' learning (Delfino and Persico 2007;Uribe and Vaughan 2017), with a special attention to peer-to-peer forms of assessment to promote learners' participation and meaningful engagement (Gikandi and Morrow 2016;Wen and Tsai 2008);”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Uribe and Vaughan 2017
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846 · see citing works
Inquiry as stance: practitioner research for the next generation
Mockler, N. (2010) · Educational Action Research · doi:10.1080/09650792.2010.525018 · Cited by 1,664 · see citing works
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COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
Personalisation methods in e-learning-A literature review
Mikić, V., Ilić, M., Kopanja, L., & Vesin, B. (2022) · Computer Applications in Engineering Education · doi:10.1002/cae.22566 · Cited by 39 · see citing works
- Authors
- Uribe, S. N., & Vaughan, M.
- Affiliations
- Florida Atlantic University (US)
- Corresponding author
- Uribe, Samantha N.
- ORCID
- Vaughan, Michelle
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2017-09-02
- Volume
- 38
- Issue
- 3
- Pages
- 288-301
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W2753248132
- Cited by
- 58
- References
- 3
- Citations by year
- 2025: 5 · 2024: 12 · 2023: 8 · 2022: 8 · 2021: 12 · 2020: 9 · 2019: 2 · 2018: 2
- FWCI
- 12.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Distance Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- online learning, formative assessment, feedback survey, teacher professional development, hybrid learning, student performance, feedback model
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