Providing Effective Instructor Feedback in the Virtual Classroom: Strategies that Improve Learner Motivation, Satisfaction, and Performance Jody S. Oomen, PhD Tara Gallien, PhD

What do online students want? Flexibility Flexibility Convenience Convenience Technical assistance Technical assistance A sense of community and connection with peers and instructor A sense of community and connection with peers and instructor Effective course design Effective course design A “present” and interactive instructor A “present” and interactive instructor Source: Johnston, Killian & Oomen, 2004 Source: Johnston, Killian & Oomen, 2004

Primary Contributor to Online Student Satisfaction Contact and interaction with the instructor was the primary contributor to student satisfaction Contact and interaction with the instructor was the primary contributor to student satisfaction (Source : Johnston, Killiarn & Oomen, 2004 ) (Source : Johnston, Killiarn & Oomen, 2004 )

Types of Feedback Collective—Feedback which is aimed at course participants as a group Collective—Feedback which is aimed at course participants as a group Individual—Feedback which is addressed to an individual learner Individual—Feedback which is addressed to an individual learner

Strategies for Providing Collective Feedback Weekly announcements Weekly announcements Weekly content summaries Weekly content summaries Instructor’s observation/s of class performance on assignment/s Instructor’s observation/s of class performance on assignment/s ed Correspondence ed Correspondence Q&A Boards Q&A Boards Grading codes and legend (for large sections) Grading codes and legend (for large sections) Use of “gold stars” or “Hall of Fame” posts Use of “gold stars” or “Hall of Fame” posts

Strategies for Providing Individual Feedback Posting individual grades and comments in grade book Posting individual grades and comments in grade book Providing critique on Discussion Board posts Providing critique on Discussion Board posts Mid term progress reports Mid term progress reports Online Office hours—virtual or telephone chat Online Office hours—virtual or telephone chat Letters or memos Letters or memos

Taxonomy of Feedback source: Blignaut & Trollip, 2003 Socratic Ask reflective questions about the learner’s posting; foster critical thought Informative Comment on learner’s posting as it relates to subject content Corrective Correct the content of a student’s posting Non-content related Misc. messages that do not relate to course content but foster community Affective Acknowledge learner participation and provide affective support Administrative Relate to general course administrative topics

Administrative Feedback Relates to general course administrative topics Relates to general course administrative topics Example: Navigation through course shell; Setting up Profiles; Calendar; Course greeting Example: Navigation through course shell; Setting up Profiles; Calendar; Course greeting “Welcome to class! Please take a few minutes to set up your student profile.” “Welcome to class! Please take a few minutes to set up your student profile.”

Affective Feedback Acknowledges learner participation and provide affective support Acknowledges learner participation and provide affective support Example: “I am enjoying your comments and especially the replies and threads that are forming. Keep up the great work!” Example: “I am enjoying your comments and especially the replies and threads that are forming. Keep up the great work!”

Non-Content Related Messages Aimed to foster community; Misc. messages that do not relate to course content Aimed to foster community; Misc. messages that do not relate to course content Strategies: “CyberCafe” or “Watercooler” Discussion threads in the course shell; E- cards to students; Learning Tips Strategies: “CyberCafe” or “Watercooler” Discussion threads in the course shell; E- cards to students; Learning Tips Example: “To all the Mothers in the Course, Happy Mother’s Day!” Example: “To all the Mothers in the Course, Happy Mother’s Day!”

Corrective Feedback Correct the content of a student’s posting Correct the content of a student’s posting Example 1: “You have talked about the benefits of qualitative research, yet did not discuss some of the limitations. Please address this component of the question.” Example 1: “You have talked about the benefits of qualitative research, yet did not discuss some of the limitations. Please address this component of the question.” Example 2: While your post hit on some vital aspects of HIV treatment, your response was not supported by credible sources. Please include citations in APA within this post along with your list of references. Repost by Sunday at 11:59 pm CST. Thanks. Example 2: While your post hit on some vital aspects of HIV treatment, your response was not supported by credible sources. Please include citations in APA within this post along with your list of references. Repost by Sunday at 11:59 pm CST. Thanks.

Informative Feedback Comment on learner’s posting as it relates to subject content Comment on learner’s posting as it relates to subject content Example: “This is a quality post! Not only did you answer all of the discussion item components, but you applied your own experiences to solve the problem. In addition, though you framed the problem with supporting documentation, you posed a sound counter argument as well. This is scholarly discourse!” Example: “This is a quality post! Not only did you answer all of the discussion item components, but you applied your own experiences to solve the problem. In addition, though you framed the problem with supporting documentation, you posed a sound counter argument as well. This is scholarly discourse!”

Socratic Feedback Ask reflective questions about the learner’s posting; foster critical thought Ask reflective questions about the learner’s posting; foster critical thought Example: “In your posting you took the position of a teacher. Please explain the same scenario from the position of the learner.” Example: “In your posting you took the position of a teacher. Please explain the same scenario from the position of the learner.”

Interaction and Feedback Strategies for Small Online Courses (20 or less) Online Chats Online Chats Group Study “Pods” Group Study “Pods” Asynchronous Discussion Board Asynchronous Discussion Board Phone chats Phone chats Peer Evaluation of Assignments Peer Evaluation of Assignments Weekly individual feedback from instructor Weekly individual feedback from instructor Collective Summary Collective Summary

Interaction and Feedback Strategies for Large Online Courses (over 20) Note: Research shows that keeping online course sections smaller than 20 is most effective (Johnston, Killian, & Oomen, 2004) Note: Research shows that keeping online course sections smaller than 20 is most effective (Johnston, Killian, & Oomen, 2004) Weekly or Bi-weekly Discussion Boards Weekly or Bi-weekly Discussion Boards Collective Summaries Collective Summaries Q&A Discussion Thread Q&A Discussion Thread Group Discussion Pods or Groups Group Discussion Pods or Groups Comment Codes on Assignments Comment Codes on Assignments Mid-term progress reports Mid-term progress reports Rotational chat sessions (ex: choose 2 out of the 4 online chats this semester…) Rotational chat sessions (ex: choose 2 out of the 4 online chats this semester…) Online office hours for instructor Online office hours for instructor Phone chats (may be facilitated by groups) Phone chats (may be facilitated by groups)

Using Course Comment Codes for Assignment Feedback Having problems providing timely individual on course projects? Having problems providing timely individual on course projects? Try using assignment feedback comment codes (i.e. content analysis) Try using assignment feedback comment codes (i.e. content analysis) Example handout Example handout

Additional Effective Strategies for Small or Large Sections Collective s Collective s Unit Summaries Unit Summaries TIPS are of the course TIPS are of the course Cybercafe (where students can post non-content related information) Cybercafe (where students can post non-content related information) Rubrics for discussion and projects Rubrics for discussion and projects Plenty of Examples! Post a section in your discussion are called “Coursework Examples.” Plenty of Examples! Post a section in your discussion are called “Coursework Examples.”

Parting Thoughts As online instructors, we may grow complacent with just “keeping up.” As online instructors, we may grow complacent with just “keeping up.” Strive to provide more than just administrative or corrective types of feedback messages Strive to provide more than just administrative or corrective types of feedback messages Utilize a variety of feedback strategies Utilize a variety of feedback strategies

References Blignaut, A.S. & Trollip, S.T. (Aug. 2003). Measuring Faculty Participation in Asynchonous Discussion Forums. Journal of Education for Business. Pp Blignaut, A.S. & Trollip, S.T. (Aug. 2003). Measuring Faculty Participation in Asynchonous Discussion Forums. Journal of Education for Business. Pp Johnston, J., Killion, J., Oomen, J. Student satisfaction in the virtual Classroom. The Internet Journal of Allied Health Sciences and Practice. April Volume 3 Number 2. Johnston, J., Killion, J., Oomen, J. Student satisfaction in the virtual Classroom. The Internet Journal of Allied Health Sciences and Practice. April Volume 3 Number 2.