Usefulness of Feedback in e-Learning From the Students' Perspective

摘要

Functionality of feedback in pedagogical processes has been broadly analyzed in face-to-face learning, although to a lesser extent than in on-line learning. Narciss (2004, 2008) distinguishes two dimensions within the feedback, the semantic dimension and the structural dimension. This article aims to analyze, from the student's perspective, the semantic dimension of feedback in a virtual learning environment (VLE). Firstly, importance that VLE students give to feedback and its degree of personalization is analyzed. Later, the object of analysis is usefulness that students deem feedback should have, paying special attention to each of its semantic sub-dimensions. (Narciss, 2004). A survey was conducted among students of Business Administration degree of the Universitat Oberta de Catalunya (UOC). 182 students took part, divided into two groups (pilot and control). It was proved that 90% of students give great or very great importance to reception of feedback from their tutors, a relevance they consider to be higher than the one in a face-to-face environment. This percentage is around 75% with regard to importance given to the level of personalization of feedback. The development of a factor analysis has revealed that usefulness of personalized feedback perceived by the students can be subsumed under two large dimensions: the one that makes learning (related to its semantic dimension) easier and the motivational one (by allowing an easier and more fluid communication with the tutor, contributing not to leave the course, etc.) The latter dimension has also proved to be key in order to attain improvements in the students' satisfaction with the learning process. This research was funded by the Catalan government and the UOC, within the framework of projects to Improve Teaching Quality (ITQ).