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Feedback in technology-based instruction: Learner preferences.

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Title: Feedback in technology-based instruction: Learner preferences.
Authors: Lefevre, David1 david.lefevre@imperial.ac.uk, Cox, Benita2
Source: British Journal of Educational Technology. Mar2016, Vol. 47 Issue 2, p248-256. 9p. 8 Charts.
Subject Terms: *Computer assisted instruction, *Psychological feedback, *Graduate students, *Learning, *Young adults, *Higher education, Educational technology software
Abstract: This research investigates learner preferences for the format of feedback when using technology-based instruction ( TBI). The primary method of data collection was to provide subjects with a range of options for TBI feedback following responses to multiple-choice questions and then observe their choices. A software tool both presented the feedback options and tracked subsequent interactions. Over a 3-year period, data were collected relating to 2066 postgraduate students studying one or more of three items of TBI. These students responded to a total of 61 929 questions. In addition, a series of semi-structured interviews were conducted which investigated why subjects made their choices and the factors that affect these choices. Recommendations to educators regarding the content, timing and delivery of TBI feedback are suggested. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Mar2016, Vol. 47 Issue 2, p248-256. 9p. 8 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology+software%22">Educational technology software</searchLink>
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  Data: This research investigates learner preferences for the format of feedback when using technology-based instruction ( TBI). The primary method of data collection was to provide subjects with a range of options for TBI feedback following responses to multiple-choice questions and then observe their choices. A software tool both presented the feedback options and tracked subsequent interactions. Over a 3-year period, data were collected relating to 2066 postgraduate students studying one or more of three items of TBI. These students responded to a total of 61 929 questions. In addition, a series of semi-structured interviews were conducted which investigated why subjects made their choices and the factors that affect these choices. Recommendations to educators regarding the content, timing and delivery of TBI feedback are suggested. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.12227
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