Presentation Type
Poster
Subjects
Web-based instruction, Higher education -- Computer-assisted instruction, Distance education -- Social aspects, Feedback (Psychology)
Advisor
Nicholas Smith
Student Level
Undergraduate
Abstract
It’s important that researchers identify factors that support student success in online education because utilization of remote learning has increased over the years. Feedback timing is a vital factor contributing to student success in online educational environments. The purpose of this research is to experimentally examine effects of feedback timing on online student success, which this study operationalizes as student perception of self-efficacy. Conducting a between-subjects experimental design, 100 undergraduate students will participate in an online synchronous crash course and will be randomly assigned to different conditions of the independent variable where they will receive either prompt or delayed feedback after submitting an assignment. After receiving feedback, participants will be asked to complete a survey concerning their perceived self-efficacy in the online course. We hypothesize that students who receive teacher feedback after 1 day (prompt feedback) of submitting their work will be more successful than students who receive feedback after 7 days (delayed feedback). If the results of this study support our hypothesis, then greater attention should be given to improving feedback timing in online educational environments. Further research on this topic should consider applying multiple surveys in their study in order to examine different aspects of online student success.
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Persistent Identifier
https://archives.pdx.edu/ds/psu/35419
Included in
Feedback Timing: Relationship to Student Success in Online Education
It’s important that researchers identify factors that support student success in online education because utilization of remote learning has increased over the years. Feedback timing is a vital factor contributing to student success in online educational environments. The purpose of this research is to experimentally examine effects of feedback timing on online student success, which this study operationalizes as student perception of self-efficacy. Conducting a between-subjects experimental design, 100 undergraduate students will participate in an online synchronous crash course and will be randomly assigned to different conditions of the independent variable where they will receive either prompt or delayed feedback after submitting an assignment. After receiving feedback, participants will be asked to complete a survey concerning their perceived self-efficacy in the online course. We hypothesize that students who receive teacher feedback after 1 day (prompt feedback) of submitting their work will be more successful than students who receive feedback after 7 days (delayed feedback). If the results of this study support our hypothesis, then greater attention should be given to improving feedback timing in online educational environments. Further research on this topic should consider applying multiple surveys in their study in order to examine different aspects of online student success.