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Feedback Practices in Hybrid Writing Courses: Instructor Choices about Modality and Timing

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Title: Feedback Practices in Hybrid Writing Courses: Instructor Choices about Modality and Timing
Language: English
Authors: Ariel M. Goldenthal, Jessica Matthews, Courtney Adams Wooten, Brian Fitzpatrick, Lourdes Fernandez
Source: Journal of Response to Writing. 2022 8(2):40-72.
Availability: Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, College Students, Blended Learning, Feedback (Response), Teacher Response, Writing (Composition), Writing Evaluation, Writing Instruction, Writing Teachers, Evaluation Methods, Time Factors (Learning), Learning Modalities, Computer Mediated Communication
ISSN: 2575-9809
Abstract: Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course? A qualitative study conducted with 14 instructors who teach hybrid writing courses at a large state university reveals how they navigated a series of choices about providing feedback on student writing. This study shows that instructional modality, the use of a learning management system (LMS), and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on low-stakes work. While there is an emerging sense of thoughtful and critical decision-making around types of feedback and modality, this study finds that instructors do not yet have an integrated strategy when using an LMS to provide feedback in hybrid courses.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448685
Database: ERIC
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  Data: Feedback Practices in Hybrid Writing Courses: Instructor Choices about Modality and Timing
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Response+to+Writing%22"><i>Journal of Response to Writing</i></searchLink>. 2022 8(2):40-72.
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  Data: Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course? A qualitative study conducted with 14 instructors who teach hybrid writing courses at a large state university reveals how they navigated a series of choices about providing feedback on student writing. This study shows that instructional modality, the use of a learning management system (LMS), and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on low-stakes work. While there is an emerging sense of thoughtful and critical decision-making around types of feedback and modality, this study finds that instructors do not yet have an integrated strategy when using an LMS to provide feedback in hybrid courses.
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      – Text: English
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        PageCount: 34
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      – SubjectFull: Blended Learning
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Teacher Response
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Evaluation Methods
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      – TitleFull: Feedback Practices in Hybrid Writing Courses: Instructor Choices about Modality and Timing
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