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Teachers' Written Feedback in Postgraduate Online Learning: Students' Perspectives

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Bibliographic Details
Title: Teachers' Written Feedback in Postgraduate Online Learning: Students' Perspectives
Language: English
Authors: Rahmat Budiman (ORCID 0000-0002-8673-7278)
Source: Asian Association of Open Universities Journal. 2025 20(2):184-195.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Feedback (Response), Student Attitudes, Formative Evaluation, Writing Assignments, Electronic Learning, Doctoral Students, Foreign Countries
Geographic Terms: Indonesia
DOI: 10.1108/AAOUJ-01-2025-0015
ISSN: 2414-6994
Abstract: Purpose: This study examined students' perspectives on teachers' written formative feedback on their writing assignments in an online learning setting. Design/methodology/approach: A qualitative approach was used to gain insights into the effect of individual written formative feedback on writing assignments from teachers in an online setting. Eight matriculated doctoral students participated, and data collection was conducted using a set of open-ended questions distributed at the end of their program. Findings: The findings indicated that feedback helped students improve their writing competencies. Meaningful feedback also played a role in communication between students and the teacher, ultimately promoting effective learning and strengthening the students' motivation and self-esteem. Feedback provided beneficial guidance for students with limited experience in writing academic papers. Practical implications: This study emphasizes the value of feedback during the teaching and learning process for both teachers and students. In a distance learning context where students and teachers are separated, feedback is essential in students' communication with the institution and the teacher. Social implications: The findings emphasize the importance of teacher feedback. Instead of generic praise, students value feedback that addresses specific issues in their assignments. Giving feedback is time-consuming; however, this work reveals that individual formative written feedback is an effective solution to help distance learning students improve their academic writing skills. Originality/value: Meaningful feedback enables students to enhance their critical thinking skills, which in turn improves their academic writing abilities. Further work is required to determine the information that should be included in the feedback to enhance learning outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485971
Database: ERIC
FullText Text:
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  Data: Teachers' Written Feedback in Postgraduate Online Learning: Students' Perspectives
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Rahmat+Budiman%22">Rahmat Budiman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8673-7278">0000-0002-8673-7278</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Association+of+Open+Universities+Journal%22"><i>Asian Association of Open Universities Journal</i></searchLink>. 2025 20(2):184-195.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: DOI
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  Data: 10.1108/AAOUJ-01-2025-0015
– Name: ISSN
  Label: ISSN
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  Data: 2414-6994
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examined students' perspectives on teachers' written formative feedback on their writing assignments in an online learning setting. Design/methodology/approach: A qualitative approach was used to gain insights into the effect of individual written formative feedback on writing assignments from teachers in an online setting. Eight matriculated doctoral students participated, and data collection was conducted using a set of open-ended questions distributed at the end of their program. Findings: The findings indicated that feedback helped students improve their writing competencies. Meaningful feedback also played a role in communication between students and the teacher, ultimately promoting effective learning and strengthening the students' motivation and self-esteem. Feedback provided beneficial guidance for students with limited experience in writing academic papers. Practical implications: This study emphasizes the value of feedback during the teaching and learning process for both teachers and students. In a distance learning context where students and teachers are separated, feedback is essential in students' communication with the institution and the teacher. Social implications: The findings emphasize the importance of teacher feedback. Instead of generic praise, students value feedback that addresses specific issues in their assignments. Giving feedback is time-consuming; however, this work reveals that individual formative written feedback is an effective solution to help distance learning students improve their academic writing skills. Originality/value: Meaningful feedback enables students to enhance their critical thinking skills, which in turn improves their academic writing abilities. Further work is required to determine the information that should be included in the feedback to enhance learning outcomes.
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        Value: 10.1108/AAOUJ-01-2025-0015
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 184
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Teachers' Written Feedback in Postgraduate Online Learning: Students' Perspectives
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