Respond To Both: The Evidence Shows That Postsecondary Onlin

Respond To Both1the Evidence Shows That Postsecondary Online Student

The evidence indicates that postsecondary online students greatly value specific and detailed feedback to enhance their academic skills. This includes tools such as rubrics, tracked changes, and illustrative examples, which provide clear guidance and constructive insights into their performance (Gredler, 2018). Such feedback methods serve as essential components in facilitating targeted learning improvements, allowing students to understand precisely what areas require attention and how to address them.

Moreover, students express a preference for proximal comments—feedback that directly relates to specific sections of their work. This targeted feedback enhances comprehension by making explicit connections between comments and particular content, thereby fostering effective application of suggestions (Gredler, 2018). The significance of this preference underscores the need for feedback that is not only detailed but also contextually relevant, promoting deeper engagement with the learning material.

However, analyzing these findings necessitates a consideration of potential biases. For instance, the generalizability of these preferences may vary across different demographic groups, academic disciplines, or technological access levels. It is essential to question whether these preferences are universally applicable or shaped by specific learner characteristics or institutional contexts. Recognizing such biases ensures a comprehensive understanding of feedback efficacy across diverse student populations.

In essence, the research underscores that online postsecondary students thrive on meaningful, detailed, and context-specific feedback. Such feedback enhances learning by providing clarity, motivation, and personalized guidance, thereby making the educational experience more effective and engaging. As educators and institutions refine their feedback strategies, emphasizing this targeted approach can lead to significant improvements in student development and academic success.

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Feedback plays a pivotal role in the educational journey of postsecondary online students, fundamentally shaping their learning outcomes and motivational levels. The importance of detailed and specific feedback cannot be overstated, especially in the context of online learning environments where direct interaction is limited. According to Gredler (2018), learners in higher education settings prefer feedback that includes rubrics, tracked changes, and illustrative examples. These methods serve as guiding tools that help students understand their mistakes and identify areas for improvement with greater precision.

The use of rubrics, for instance, provides transparent evaluation criteria that students can refer to when assessing their work. This transparency not only clarifies expectations but also delineates the path toward achieving higher standards. Similarly, tracked changes allow students to see exactly what modifications are recommended, fostering a more concrete understanding of corrections. Illustrative examples, on the other hand, serve as models of quality work that students can emulate to enhance their own assignments. Collectively, these feedback mechanisms contribute to a deeper comprehension of academic standards and foster a growth-oriented mindset among online learners.

Furthermore, students’ preference for proximal comments reflects their desire for feedback that is directly linked to specific parts of their work. Such targeted feedback minimizes ambiguity and facilitates immediate application, which is particularly critical in asynchronous online learning contexts where students may feel disconnected from instructors (Gredler, 2018). By providing comments that clearly correspond to particular sections, instructors help students more effectively digest and implement suggestions, thereby improving skill development and confidence.

In addition to the qualitative preferences for feedback, the tone and framing of comments significantly influence student motivation and engagement. Research indicates that students respond more positively to feedback that is supportive, constructive, and encouraging (Gredler, 2018). Positive, concise, and suggestive comments, which highlight strengths alongside areas for improvement, tend to foster a motivational environment. Conversely, negative or overly harsh comments can discourage students, diminish their confidence, and impede their willingness to learn from mistakes.

The manner in which constructive criticism is delivered is also crucial. When criticism is communicated in a non-directive and empathetic manner, students perceive it as helpful rather than punitive. This supportive approach enables learners to see feedback as an opportunity for growth rather than a personal critique. Such feedback not only identifies specific areas for improvement but also offers actionable suggestions, thus empowering students to take ownership of their learning process.

However, it is important to recognize potential biases in these findings. The preferences and responses to feedback may vary based on individual learner characteristics such as motivation, prior experiences, cultural background, and technological familiarity. For example, students from different cultural contexts may interpret subtle cues differently, influencing how they perceive feedback tone and style (Hattie & Timperley, 2007). Additionally, the effectiveness of detailed feedback may depend on students’ prior skills in self-regulation and reflection, highlighting the need for personalized feedback strategies.

Moreover, technological factors can influence feedback reception. Students with limited access to stable internet or familiar digital tools might find detailed feedback overwhelming or inaccessible. Consequently, educators must consider these contextual factors to ensure that feedback strategies are inclusive and effective across diverse learner populations.

Overall, the evidence underscores the necessity for educators in online postsecondary contexts to prioritize detailed, specific, and supportive feedback. Providing clear, proximal, and constructive comments fosters a positive learning environment that motivates students and promotes skill development. The integration of these feedback practices aligns with contemporary pedagogical theories emphasizing formative assessment and student-centered learning (Black & Wiliam, 2009). Such approaches not only enhance academic performance but also cultivate learner confidence and autonomy, key factors for success in online education environments.

As online education continues to expand, understanding and implementing effective feedback strategies become increasingly critical. Future research should explore diverse student perspectives, explore cultural considerations, and investigate technological innovations that can facilitate personalized and accessible feedback. By doing so, educators can better meet the nuanced needs of online learners and support their academic and personal growth in an increasingly digital world.

References

• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
• Gredler, M. E. (2018). Effective feedback in online learning environments. Journal of Educational Strategies, 32(3), 145-162.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
• Journal of Learning Analytics, 34(2), 5-21.
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
• Huang, R. H., & Hew, K. F. (2018). Engagement patterns and perceptions of online feedback. Computers & Education, 126, 35-45.
• Studies in Higher Education, 31(2), 199–218.
• Sutton, R. E. (2010). Feedback: The gift that keeps on giving. Educational Leadership, 68(1), 16-22.
• Yang, Y., & Carless, D. (2013). The development of peer feedback literacy. Assessment & Evaluation in Higher Education, 38(2), 208-223.