Uptake of Peer and Instructor Feedback in an Online Graduate Course: Learning and Instructional Implications

• In Event: Poster Session 14
  In Poster Session: Poster Session: Research on Innovations in Learning Technologies

Abstract

With course-embedded peer and instructor feedback, students begin their writing earlier and substantially revise their drafts due to the formative feedback received (Baker, 2016). This study found that students addressed surface-level feedback (86.24%), feedback focused on writing mechanics, more frequently than meaning-level feedback (79.08%), comments focused on argumentation, flow and content. Additionally, many students provided rhetorical feedback (27.68%) that involved praise and compliments. The results also indicated that the quality of uptake ranged from 67.47% to 89.30%. Literature suggests meaning-level feedback as most valuable for improving writing. This study sheds light on the need for student training in the provision and uptake of feedback and has implications for learning and instruction beyond online graduate contexts.

Authors

• Man-Wai Chu, University of Calgary

• Roswita Dressler, University of Calgary

• Brianna Hilman, University of Calgary

• Katherine Crossman