A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom
Year: 2016
Type: article
Abstract: This dissertation study seeks to determine whether feedback in the online Technical and Professional Communication classroom impacts student performance.This dissertation proposes that online Technical and Professional Communication instructors consider adopt such a feedback methodology in order to engage students with writing practices that better align with workplace writing activities.My research encompasses two parts: a small pilot study and a larger study.The larger study was developed from the results of an initial pilot study assessing impact of feedback on student performance in Technical and Professional Communication courses.Based on quantitative research through the analysis of student artifacts by outside reviewers, this larger dissertation study sought to determine the quantifiable impact collective feedback had on student performance versus that of individual feedback in online Technical and Professional Communication writing courses.Then, this study consulted participating faculty to determine hesitation or willingness of the instructor to adopt such pedagogical changes in their online courses.This feedback provided insights into how instructors respond to large shifts in pedagogy and impacts future adaptation of this study.Furthermore, this study also surveyed professionals within technical fields to gain a better understanding of the writing practices that take place within the workplace.Because a central aim to Technical and Professional Communication courses is to prepare students for workplace practice as technical writers, this study sought to determine if current academic practices align with those in the field.Through qualitative feedback from the field, this study proposes that collective feedback better prepares students for workplace practice than do academic feedback strategies currently used in the Technical and Professional Communication classroom.Ultimately, this study proposes that collective feedback provides opportunities for more efficient, workplace oriented practices in online pedagogy that would allow faculty to engage in more meaningful interactions with
Author: Meredith Singleton
Institution: University of Cincinnati
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Cincinnati
OpenAlex ID: W2618304153