International Journal of Advanced Culture Technology

  • 제12권3호
  • /
  • Pages.449-465
  • /
  • 2024
  • /
  • 2288-7202(pISSN)
  • /
  • 2288-7318(eISSN)
국제문화기술진흥원 (The International Promotion Agency of Culture Technology)
권호 표지
DOI QR코드

DOI QR Code

A Systematic Literature Review on Feedback Types for Continuous Learning Enhancement of Online Learners

  • Yoseph Park (Department of Visual Design, Hongik University)
  • 투고 : 2024.07.25
  • 심사 : 2024.09.05
  • 발행 : 2024.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

This study conducted a systematic literature review using online databases to investigate the effective feedback types that enhance the learning experiences of online students. Feedback is a critical component for learner success. With the expansion of online education, the importance of feedback has become more evident due to the reduced interaction between instructors and learners. Instructors must provide high-quality feedback that motivates learners and supports their educational goals. This involves using automated tools appropriate for the environment and effective feedback strategies to deliver personalized feedback. The literature was gathered through an extensive search process, adhering to predetermined inclusion and exclusion criteria, and included a risk assessment of selected studies, drawing from sources such as Google Scholar, Elsevier, and other Scopus-indexed journals. The review adhered to the guidelines set forth by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Specific keywords related to the study's focus, including "Online learning," "Improving learning," "Learner performance," "Feedback type," and "Feedback," guided the database searches. The protocol for selecting systematic reviews on learning enhancement involved screening articles published from 2013 to 2021 based on their titles and abstracts according to established criteria. Analyzing and studying data on learning patterns in non-face-to-face educational environments can improve learners' needs and educational effectiveness. Selecting the right types of feedback, taking into account the learners' levels and educational objectives, is crucial for providing effective feedback. A variety of feedback types are essential for the continuous improvement of learners' learning.

키워드

참고문헌

  1. Lee, D. J., & Kim, M. S. (2020). The current state and improvement measures of university remote online education during COVID-19. Korea Association of Multimedia-Assisted Language 
  2. Ministry of Education. (2020, June). COVID-19 response: Online school opening in Korea and challenges for future education. Sejong: Ministry of Education. 
  3. Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? Computers in Education, 54, 722-732.  https://doi.org/10.1016/j.compedu.2009.09.022
  4. Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28, 1738-1747.  https://doi.org/10.1016/j.chb.2012.04.014
  5. Ouadoud, M., Nejjari, A., Chkouri, M. Y., & El-Kadiri, K. E. (2017). Learning management system and the underlying learning theories. In Proceedings of the Mediterranean symposium on smart city applications (pp. 732-744). Springer. 
  6. Kim, H. J., Kim, E. Y., Lee, E. S., Gye, B. K., Lee, E. H., Kim, H. Y., Lee, G. Y., & Lee, B. G. (2017). Research on the establishment and operation of future schools. Korea Education and Research Information Service. 
  7. Ypsilandis, G. (2002). Feedback in distance education. Computer Assisted Language Learning, 15, 167-181.  https://doi.org/10.1076/call.15.2.167.8191
  8. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218.  https://doi.org/10.1080/03075070600572090
  9. Tseng, S.-C., & Tsai, C.-C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49, 1161-1174.  https://doi.org/10.1016/j.compedu.2006.01.007
  10. Belcadhi, L. C. (2016). Personalized feedback for self assessment in lifelong learning environments based on semantic web. Computers in Human Behavior, 55, 562-570.  https://doi.org/10.1016/j.chb.2015.07.042
  11. Gulwani, S., Radicek, I., & Zuleger, F. (2014). Feedback generation for performance problems in introductory programming assignments. In Proceedings of the 22nd ACM SIGSOFT international symposium on foundations of software engineering (pp. 41-51). ACM. 
  12. Marin, V. J., Pereira, T., Sridharan, S., & Rivero, C. R. (2017). Automated personalized feedback in introductory java programming moocs. In 2017 IEEE 33rd international conference on data engineering (ICDE) (pp. 1259-1270). IEEE. 
  13. Bates, A.W. (2001) Beyond button-pushing: using technology to improve learning, in R. Epper & A.W. Bates (Eds) Teaching Faculty How to Use Technology: best practices from leading institutions, 141-152. 
  14. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Re-search, 77(1), 81-112.  https://doi.org/10.3102/003465430298487
  15. Boud, D., & Dawson, P. (2021). What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education, 1-14. 
  16. Lindkvist, K. (1981). Approaches to textual analysis. In K. E. Rosengren (Ed.), Advances in content analysis (pp. 23-41). Beverly Hills, CA: Sage. 
  17. Tesch, R. (1990). Qualitative research: Analysis types and software tools. Bristol, PA: Falmer. 
  18. Curtain, R. (2002). Online delivery in the vocational education and training sector. 
  19. Miller, A., Topper, A. M., Richardson, S., 2016. Suggestions for improving IPEDS distance education data collection. (NPEC 2017). U.S. Department of Education. Washington, DC: National Postsecondary Education Cooperative. 
  20. Moore et al. (2011). E-learning, online learning and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), 129135. 
  21. Spector, J. & de la Teja, I. (2001) Competencies for online teaching. Syracuse, NY; ERIC. 
  22. Lee, K. (2017). Rethinking the accessibility of online higher education: a historical review. The Internet and Higher Education, 33, 15-23.  https://doi.org/10.1016/j.iheduc.2017.01.001
  23. Ryan, S., Kaufman, J., Greenhouse, J., She, R., & Shi, J. (2016). The effectiveness of blended online learning courses at the Community College level. Community College Journal of Research and Practice, 40(4), 285-298.  https://doi.org/10.1080/10668926.2015.1044584
  24. Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.  https://doi.org/10.1080/08923647.2019.1663082
  25. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Re-search, 77(1), 81-112.  https://doi.org/10.3102/003465430298487
  26. Cole, J. (2006). Toxic feedback: Helping writers survive and thrive. Hanover, NH: Uni-versity Press of New England. 
  27. Zsohar, H., & Smith, J. A. (2009). The power of "and" and "but" in constructive feed-back on clinical performance. Nurse Educator, 34(6), 241-243  https://doi.org/10.1097/NNE.0b013e3181c0dac7
  28. Spink, A. (1997). Information science: A third feedback framework. Journal of the Amer-ican Society for Information Science (1986-1998), 48(8), 728. 
  29. Boud, D., & Dawson, P. (2021). What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education, 1-14. 
  30. Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.  https://doi.org/10.1080/02602938.2018.1463354
  31. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.  https://doi.org/10.1007/BF00117714
  32. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.  https://doi.org/10.3102/0034654307313795
  33. Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.  https://doi.org/10.1080/02602938.2018.1463354
  34. Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations between scripted online peer feedback processes and quality of written argumentative essay. The Internet and Higher Education, 31, 20-31.  https://doi.org/10.1016/j.iheduc.2016.05.002
  35. Zacharias, N. T. (2007). Teacher and student attitudes toward teacher feedback. RELC Journal, 38(1), 38-52.  https://doi.org/10.1177/0033688206076157
  36. Noroozi, O., Banihashem, S. K., Taghizadeh Kerman, N., Parvaneh Akhteh Khaneh, M., Babayi, M., Ashrafi, H., & Biemans, H. (2022). Gender differences in students'argumentative essay writing, peer review performance and uptake in online learning environments. Interactive Learning Environments, 1-15. 
  37. Jaehnig, W., & Miller, M. L. (2007). Feedback types in programmed instruction: A systematic review. The psychological record, 57(2), 219-232.  https://doi.org/10.1007/BF03395573
  38. Gilman,, D. A. (1969). Comparison of several feedback methods for correcting errors by computerassisted instruction. Journal of Educational Psychology, 60(6), 503-508.  https://doi.org/10.1037/h0028501
  39. Moore, J. W., & Smith, W. I. (1964). Role of knowledge of results in programmed instruction. Psychological Reports, 14, 407-423.  https://doi.org/10.2466/pr0.1964.14.2.407
  40. Roper, W. J. (1977). Feedback in computer assisted instruction. Programmed Learning and Educational Technology, 14(1), 43-49.  https://doi.org/10.1080/1355800770140107
  41. Rosa, E. M., & Leow, R. P. (2004). Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 development. The Modern Language Journal, 88(2), 192-216.  https://doi.org/10.1111/j.0026-7902.2004.00225.x
  42. McKendree, J. (1990). Effective feedback content for tutoring complex skills. Human-Computer Interaction, 5, 381-413.  https://doi.org/10.1207/s15327051hci0504_2
  43. Pridemore, D. R., & Klein, J. D. (1991). Control of feedback in computer- assisted instruction. Educational Technology Research and Development, 39(4), 27-32.  https://doi.org/10.1007/BF02296569
  44. Roberts, F. C., & Park, O. (1984). Feedback strategies and cognitive style in computer-based instruction. Journal of Instructional Technology, 11(2), 63-74. 
  45. Rosa, E. M., & Leow, R. P. (2004). Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 development. The Modern Language Journal, 88(2), 192-21. 
  46. Salas, S. B., & Dickinson, D. J. (1990). The effect of feedback and three different types of corrections on student learning. Journal of Human Behavior and Learning, 7(2), 13-19. 
  47. Waldrop, P. B., Justen, J. E., III, & ADAMS, T. M., II. (1986). A comparison of three types of feedback. Educational Technology, 26, 43-45. 
  48. Anderson, R. C., Kulhavy, R. W., & Andre, T. (1971). Feedback procedures in programmed instruction. Journal of Educational Psychology, 62(2), 148-156.  https://doi.org/10.1037/h0030766
  49. Clariana, R. B. (1990). A comparison of answer until correct feedback and knowledge of correct response feedback under two conditions of contextualization. Journal of Computer-Based Instruction, 17(4), 125-129 
  50. Clariana, R. B., Ross, S. M., & Morrison, G. R. (1991). The effects of different feedback strategies using computer-administered multiple-choice questions as instruction. Educational Technology, Research, and Development, 39(2), 5-17.  https://doi.org/10.1007/BF02298149
  51. Grant, L., Mcavoy, R., & Keenan, J. B. (1982). Prompting and feedback variables in concept programming. Teaching of Psychology, 9(3), 173-177.  https://doi.org/10.1207/s15328023top0903_11
  52. Gaynor, P. (1981). Effects of feedback delay on retention of computer-based instructional material. Journal of Computer-Based Instruction, 8(2), 28-34. 
  53. Morrison, G. R., Ross, S. M., Gopalakrishnan, M., & Casey, J. (1995). The effects of feedback and incentives on achievement in computer-based instruction. Comtemporary Educational Psychology, 20, 32-50.  https://doi.org/10.1006/ceps.1995.1002
  54. Pysh, F., Blank, S. S., & Lambert, R. A. (1969). The effects of step size, response mode and knowledge of results upon achievement in programmed instruction. The Canadian Psychologist, 10(1), 49-64.  https://doi.org/10.1037/h0082504
  55. Holland, J. G. (1960). Teaching machines: An application of principles from the laboratory. Journal of the Experimental Analysis of Behavior, 3, 275-287.  https://doi.org/10.1901/jeab.1960.3-275
  56. Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century- Crofts. 
  57. Rankin, R. J., & Trepper, T. (1978). Retention and delay of feedback in a computer-assisted instructional task. Journal of Experimental Education, 46(4), 67-70.  https://doi.org/10.1080/00220973.1978.11011646
  58. Sullivan, H. J., Schutz, R. E., & Baker, R. L. (1971). Effects of systematic variations in reinforcement contingencies on learner performance. American Educational Research Journal, 8, 135-142.  https://doi.org/10.3102/00028312008001135
  59. Crosbie, J., & Kelly, G. (1994). Effects of imposed postfeedback delays in programmed instruction. Journal of Applied Behavior Analysis, 27(3), 483-491.  https://doi.org/10.1901/jaba.1994.27-483
  60. Carvalho, C., Santos, J., Conboy, J., & Martins, D. (2014). Teachers' Feedback: Exploring Differences in Students' Perceptions. Procedia - Social and Behavioral Sciences, 159, 169-173.  https://doi.org/10.1016/j.sbspro.2014.12.351
  61. Fyfe, E. R., & Rittle-johnson, B. (2016). Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge. Journal of Educational Psychology, 94(4), 659. 
  62. Al-Bashir, M., Kabir, R., & Rahman, I. (2016). The value and effectiveness of feedback in improving students' learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41. 
  63. Afzal, M., & Afzal, M. T. (2017). Teacher's Written Feedback and Students Achievement: An Exploration of Gender Differences Muhammad. Proceedings of the 2nd International Conference on Research and Practices in Education (ICRPE). Allama Iqbal Open University, Islamabad. 
  64. Shin Ji-young, Lee Young-geun, and Seoi (2017). The influence of feedback on student achievement goals: the interaction of comparative reference and regulatory focus. Learning and education, 49, 21-31. 
  65. Carver, M. (2017). Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented. Journal of Academic Writing, 7(1) 1-15.  https://doi.org/10.18552/joaw.v7i1.237
  66. Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research and Development, 38(7), 1401-1416.  https://doi.org/10.1080/07294360.2019.1657807
  67. Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education, 19(1), 35-45.  https://doi.org/10.1177/1469787417721363
  68. Lefroy, J., Watling, C., Teunissen, P. W., & Brand, P. (2015). Guidelines: the do's, don'ts and don't knows of feedback for clinical education. Perspectives on Medical Education, 4(6), 284-299.  https://doi.org/10.1007/S40037-015-0231-7
  69. Rossiter, J. A. (2016). Using an understanding of feedback processes to improve student learning. IFAC-PapersOnLine, 49(6), 57-62.  https://doi.org/10.1016/j.ifacol.2016.07.153
  70. Omer, A., & Abdularhim, M. (2017). The criteria of constructive feedback: The feedback that counts. Journal of Health Specialties, 5(1), 45-48.  https://doi.org/10.4103/2468-6360.198798
  71. Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10(1), 1-14.  https://doi.org/10.3389/fpsyg.2019.03087
  72. Forsythe, A., & Johnson, S. (2017). Thanks, but No-Thanks for the Feedback. Assessment & Evaluation in Higher Education, 42(6), 850-859.  https://doi.org/10.1080/02602938.2016.1202190
  73. Orsmond, P., & Merry, S. (2011). Feedback alignment: Effective and ineffective links between tutors' and students' understanding of coursework feedback. Assessment and Evaluation in Higher Education, 36(2), 125-136.  https://doi.org/10.1080/02602930903201651
  74. Alderman, L., Towers, S., Bannah, S., & Phan, L. H. (2014). Reframing Evaluation of Learning and Teaching: An Approach to Change. Evaluation Journal of Australasia, 14(1), 24-34.  https://doi.org/10.1177/1035719X1401400104
  75. Evans, C. (2013). Making sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70-120.  https://doi.org/10.3102/0034654312474350
  76. Ahmad, I., Saeed, M., & Salam, M. (2013). Effects of Corrective Feedback on Academic Achievements of Students: Case of Government Secondary Schools in Pakistan. International Journal of Science and Research, 2(1), 2319-7064. 
  77. Nunez-Pena, M.., Bono, R., & Suarez-Pellicioni, M. (2015). Feedback on Students' Performance: A Possible Way of Reducing The Negative Effect of Math Anxiety In Higher Education. International Journal of Educational Research, 53(9), 1689-1699. 
  78. Al-Bashir, M., Kabir, R., & Rahman, I. (2016). The value and effectiveness of feedback in improving students' learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41. 
  79. Masantiah, C., Pasiphol, S., & Tangdhanakanond, K. (2020). Student and feedback: Which type of feedback is preferable? Kasetsart Journal of Social Sciences, 41(2), 269-274. 
  80. Murtagh, L. (2014). The motivational paradox of feedback: Teacher and student perceptions. The Curriculum Journal, 25(4), 516-541.  https://doi.org/10.1080/09585176.2014.944197
  81. Carvalho, C., Santos, J., Conboy, J., & Martins, D. (2014). Teachers' Feedback: Exploring Differences in Students' Perceptions. Procedia - Social and Behavioral Sciences, 159, 169-173.  https://doi.org/10.1016/j.sbspro.2014.12.351
  82. Afzal, M., & Afzal, M. T. (2017). Teacher's Written Feedback and Students Achievement: An Exploration of Gender Differences Muhammad. Proceedings of the 2nd International Conference on Research and Practices in Education (ICRPE). Allama Iqbal Open University, Islamabad. 
  83. Saidon, M. A., Said, N. E. M., Soh, T. M. T., & Husnin, H. (2018). ESL Students' Perception of Teacher's Written Feedback Practice in Malaysian Classrooms. Creative Education, 09(14), 2300-2310.  https://doi.org/10.4236/ce.2018.914170
  84. Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education, 19(1), 35-45.  https://doi.org/10.1177/1469787417721363
  85. Tan, F. D., Whipp, P. R., Gagne, M., & Van Quaquebeke, N. (2019). Students' perception of teachers' two-way feedback interactions that impact learning. Social Psychology of Education, 22, 169-187.  https://doi.org/10.1007/s11218-018-9473-7
  86. Fernandez-Toro, M., & Hurd, S. (2014). A model of factors affecting independent learners' engagement with feedback on language learning tasks. Distance education, 35(1), 106-125.  https://doi.org/10.1080/01587919.2014.891434
  87. Al-Bashir, M., Kabir, R., & Rahman, I. (2016). The value and effectiveness of feedback in improving students' learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41. 
  88. Masantiah, C., Pasiphol, S., & Tangdhanakanond, K. (2020). Student and feedback: Which type of feedback is preferable?. Kasetsart Journal of Social Sciences, 41(2), 269-274. 
  89. Martin, S., & Alvarez, V. I. M. (2017). Students' feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education, 14(1). 
  90. Abdullah, M. Y., Hussin, S., & Shakir, M. (2018). The effect of peers' and teacher's E-feedback on writing anxiety level through CMC applications. International Journal of Emerging Technologies in Learning, 13(11), 196-207.  https://doi.org/10.3991/ijet.v13i11.8448
  91. Rajab, M. H., Gazal, A. M., Alkattan, K., & Rajab, M. H. (2020). Challenges to online medical education during the COVID-19 pandemic. Cureus, 12(7). 
  92. Schussler, E. E., Weatherton, M., Chen Musgrove, M. M., Brigati, J. R., & England, B. J. (2021). Student perceptions of instructor supportiveness: What characteristics make a difference?. CBE-Life Sciences Education, 20(2), ar29.