Transparent, Timely, and Constructive Feedback in Online Courses in Higher Education: Necessity or Luxury

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Research Insights Into Online Learning (Table 11)

Abstract

Feedback is defined as valuable information provided to improve the quality of work in online teaching settings. Particularly, constructive and timely feedback impacts online learning and teaching positively. The study examined the perceptions of students and faculty regarding the provision of timely and constructive feedback in online courses at the School of Information Studies at Syracuse University. The study focused on graduate-level online courses and explored feedback mechanisms from the perspectives of the instructors and students. It brought forth faculty's perspectives regarding the reasons that hinder or support the process of providing timely and constructive feedback to students. Also, it revealed the students' concerns about receiving feedback from their faculty on their class activities and final assignments. The study explains students' and faculty members' perceptions of current faculty-to-student feedback practices in online information science courses and sheds light on how feedback should look like that support and pivot student learning.

Authors

• Zeenar Salim, Syracuse University
  Non-Presenting Author

• Peggy Takach, Syracuse University
  Non-Presenting Author

• Elnara Mammadova, Purdue University
  Presenting Author