A Learner Feedback Literacy Study in a Computer-Supported Feedback System

• In Event: Collaboration Through Feedback, Problem-Solving, and Online Discussions

Abstract

Feedback research studies predict that feedback effect is influenced by design strategies such as medium, quality, timing, and the relationship between instructors and learners on one hand, and individual differences in their ability to understand, integrate and utilize feedback information on the other. The present study uses a feedback literacy framework to investigate learner experience within a machine-generated feedback system. Scholars have shown that learners struggle with emotions receiving critical feedback, recognize their active role in processing feedback, and use a variety of strategies to process feedback information. Findings indicate the significance of designing instructional strategies to eliminate affective filters, promoting learner autonomy, and providing reciprocal capabilities for learners to receive and respond to feedback information.

Authors

• Ali Heidari, Georgia State University

• Min Kyu Kim, Georgia State University