Document Type

Article

Publication Date

5-2021

Abstract

As institutions of higher education turn more to online and remote learning, the ability of faculty to provide actionable feedback to students remains a critical responsibility of effective instructors. Based on a review of research on the significance of feedback to student learning and a review of online courses over the past several semesters, it was determined that there are significant differences in the timeliness, methods, frequency, and quality of feedback given to students. The variability noted can alter the impact on student learning. Based on their experience as online instructors the writers suggest best practices for providing feedback that that have proven successful in practice.

Publisher's Statement

Published in Perspectives on Critical Issues in Education, the Journal for the Michigan Association of Teacher Educators (Michigan ATE). Original material found here.

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.

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