Defining the Learner Feedback Experience

A surge in the proliferation of educational technology tools and models means that postsecondary learners and instructional designers have more options than ever before. Selecting the most appropriate tool for a given learner-centered instructional situation is challenging. The construct of feedback is central to an effective learner-centered instructional design. The present summary of the research on feedback in learner-centered instructional design models provides a rationale for the value of defining the dimensions of a high-quality learner feedback experience. Six dimensions of feedback are proposed; namely, timeliness, frequency, distribution, source, individualization, and content. Key questions posed include whether an analysis of the learner’s feedback experience is a better proxy for measuring the quality in postsecondary online learning than grades, satisfaction, or regular and substantive contact.


Publication Date:
Mar 10 2018
Date Submitted:
Jul 10 2019
Pagination:
585-593
ISSN:
8756-3894
Citation:
TechTrends
62
6

Note: The status of this file is: public



 Record created 2019-07-10, last modified 2019-07-12

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