The effect of tutorial feedback type on the choice of feedback type in pre-service teachers’ development of learning objects

Burc Ceken,Yavuz Akpinar

doi:10.18844/gjit.v7i3.2829

Abstract

This study investigates the effect of feedback types presented in learning object (LO) development tutorials on the quality of pre-service teachers’ LOs and their choices of feedback types in authoring LOs. Results indicate that video feedback presented in the tutorials is the most effective feedback representation type, based on overall scores on the learning object review instrument and feedback quality of the LOs developed by the pre -service teachers. However, interaction between feedback types presented in the tutorial and pre -service teachers’ actual use of feedback in authoring LOs was not meaningful. The implications are discussed. Keywords: Pre-service teacher, learning object, authoring, feedback type, feedback preferences.

Highlights

In a similar meta-analysis, Van der Kleij et al (2014) examined 40 studies with 70 effect sizes; the results suggested that immediate feedback is more advantageous than delayed feedback in a computer-based instruction (CBI) for lower order learning tasks
The effect size estimates indicated that the type of feedback received in the lea rni ng object (LO) development tutorials affected the quality of LOs
One of the two main questions of the study was to what extent feedback types used in the LO development tutorial influenced the quality of LOs developed by pre -service teachers

Summary

Introduction

The concept of feedback has been studied extensively in education and psychology for many years because of its significant role in the learning process. In a meta-analysis by Kluger and Denisi (1996) feedback interventions were shown to contribute to performance improvement with a moderate effect (0.41). Feedback may be defined as a message that follows a learner’s response (Bationo, 1992). It helps learners close the gap between their current understanding and the intended learning outcomes (Hattie & Timperley, 2010). Feedback informs learners about their mistakes so that they learn from them. It allows teachers to monitor their students’ learning progress and give specific feedback

Methods

Results

Conclusion