The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
The role of feedback and social presence in an online peer coaching program for student teachers
Open accessAbstract
Feedback is essential in any kind of learning. This study focused on feedback in online learning and conceptualized feedback as a social interaction process. Online learning rests on social interaction, which is affected by feelings of social presence. Therefore, we investigated received and perceived online feedback, and the coherence between them. In addition, we studied the influence of social presence on feedback processes. Sixteen Dutch student teachers, who followed a 1 year customized postgraduate teacher education course, engaged in an online peer coaching program using Skype. Data could be collected from 8 different participants and 966 feedback utterances were analysed. In order to determine the quality of this received feedback, an observational instrument was used. In addition, questionnaires were filled in that addressed student teachers’ feedback perceptions and feelings of social presence. Findings showed that participants with higher feedback perceptions received more effective observed feedback than participants with lower perceptions. Feelings of social presence affected perceived and observed feedback, however the social presence items need further validation. This study has practical implications for providing effective online feedback as well as providing a more holistic view on the processes of feedback among teachers.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
An essential component of teacher facilitation was the provision of timely, constructive, specific and detailed feedback at different stages of the learning process.
“An essential component of teacher facilitation was also the provision of timely, constructive, specific and detailed feedback (Thurlings et al. 2014) at different stages of the learning process.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Thurlings et al. 2014
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“The second dimension is specific vs. general and deals with the question whether feedback is directed at a specific issue or whether it is more focused on general issues (e.g., Black & Wiliam, 1998; Colasante, 2011; Scheeler et al., 2004).”
Background
Flagged first, then by citations
Cited by
Sorted by citations
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
Metadata
- Authors
- Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S.
- Affiliations
- Eindhoven University of Technology (NL)
- KPC Group (Netherlands) (NL)
- Open University of the Netherlands (NL)
- Venue
- Australasian Journal of Educational Technology
- Published
- 2014-08-03
- Volume
- 30
- Issue
- 3
- ISSN
- 1449-3098 (ISSN-L)
- 1449-5554
- OpenAlex
- W2149849540
- Cited by
- 24
- References
- 2
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 2 · 2022: 5 · 2021: 3 · 2020: 6 · 2019: 2 · 2017: 2 · 2014: 1
- FWCI
- 5.14
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Australasian Journal of Educational Technology (publishedVersion, cc-by-nc-nd)
- TU/e Research Portal (publishedVersion, other-oa)
- TU/e Research Portal (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by-sa)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- TU/e Research Portal (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- feedback, social presence, pre-service teachers, online learning, perceived feedback, teacher professional development, Skype, social interaction in learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
