What Can Instructor Versus Student Feedback and Assessment Tell in a Digital Age?

• In Event: Massive Open Online Courses: Research, Innovation, and Challenges

Abstract

Massive open online courses (MOOC) relies heavily on the student-to-student feedback. It becomes pressing to understanding the student feedback features and the ralationships among different variables that influence the feedback quality. Yet the discursive analysis of different feedback has received little attention. This study employs Gee’s (2005) seven building tasks as a model to analyzed the written feedback on 38 undergraduates’ presentations given by a professor and the student peers. It exposes a big social cultural assessment discourse, and provides potential strategies for training students to write effective feedback.

Authors

• Hongxia Fu, Arizona State University

• Mark Hawkes, Dakota State University