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Perceived impact of online written feedback on students’ writing and learning: a reflection.
- Source :
- Reflective Practice; Dec2017, Vol. 18 Issue 6, p772-804, 33p
- Publication Year :
- 2017
-
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 formandfocus 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. [ABSTRACT FROM PUBLISHER]
- Subjects :
- PSYCHOLOGICAL feedback
WRITING & psychology
PSYCHOLOGY of learning
HIGHER education
ALTERNATIVE education
AUTOMATIC data collection systems
CONTENT analysis
STATISTICAL correlation
LEARNING strategies
REFLECTION (Philosophy)
STUDENT attitudes
WRITING
DATA analysis software
MEDICAL coding
DESCRIPTIVE statistics
MASSIVE open online courses
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 18
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 126003614
- Full Text :
- https://doi.org/10.1080/14623943.2017.1351351