Year: 2018
Type: article
Study design: Observational Study
Abstract: Misalignment between student preferences and instructor practices regarding writing feedback may impede student learning. This sequential explanatory mixed-methods study addressed postsecondary online students’ preferences and the reasons for their preferences. A survey was used to collect 93 responses from postsecondary students attending a large private online university; data collection included interviews with a subsample of 4 participants. Findings indicated students preferred proximal, detailed, supportive feedback to enhance their writing skills and to understand deductions assessed by instructors. Findings may increase instructor awareness of students’ preferences and enhance collaboration in the feedback process to promote writing skill development and improve academic outcomes.
Source: ScholarWorks (Walden University)
Author: Joseph John Gredler
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2973266963