Kind Of Feedback Research Articles

Workers’ Definitions of the Characteristics That Comprise Good Work: A Qualitative Analysis

Managers and work design engineers seek to improve productivity while maintaining sustainable and viable organizations. This study provides new information for such practitioners to do that while informing theoretical reflections on what constitutes “good work”. Using an inductive qualitative approach, we describe results of a study of 30 in-depth interviews with full-time workers in the Western United States representing a wide range of occupations. We allow workers to generate their concepts about what constitutes good work and compare this with their reactions to prompts derived from existing research. The three most common job characteristics that workers say are important are (1) positive interactions with people, (2) work that provides social value, and (3) control over work. This study adds to extant quantitative studies of work design characteristics because it provides workers’ spontaneous yet coherent perspectives and demonstrates where those agree or not with prior findings. For example, our study reveals that workers strongly distinguish between two kinds of feedback at work: feedback from impersonal systems (e.g., equipment displays) and feedback from managers and other employees. Our study also finds newly emerging characteristics that have yet to be adequately addressed in assessing “good work”: effective and ethical management, job stability, and mutual trust.

Tactile Ring: Multi-Mode Finger-Worn Soft Actuator for Rich Haptic Feedback

This paper presents a novel finger-worn actuator capable of generating three distinctive haptic effects: static pressure, high-frequency vibration, and an impact. Our new design makes this multi-mode feedback with a single actuator possible in a small form factor. A ring-shaped air bladder made with soft silicone is inflated or deflated to generate feedback on the finger. The airflow is controlled by a pair of air valves connected to a compressed air tank. Besides static pressure, the actuator can generate high-frequency vibration with high acceleration and crisp impact feedback due to fast controllability of the valves with a strong air source and a lightweight bladder membrane. In addition, our special design and fabrication of the bladder - a combination of stretchable and non-stretchable membrane layers in the ring - allows for stronger feedback. Rendering algorithms for three kinds of feedback are also presented. The performance of the system and the characteristics of the feedback are thoroughly examined using a series of measurement experiments, revealing that the system can generate a static force up to 6.3 N, the vibration up to 2.2 g magnitude and 250 Hz frequency, and an impact with less than 5 ms of latency. The whole system weighs only 255 grams (4.5 grams for the actuator and 250 grams for the controller). Finally, we demonstrate the wearability of the system by integrating the modules into a self-contained haptic device in the form of a wristlet.

‘Both useful in their own way’: Video podcasts and typed solutions as feedback on undergraduate pharmaceutical calculations skills assessment

IntroductionAccurately completing pharmaceutical calculations is a core professional skill for pharmacists. To date, few studies have focused on to providing feedback on calculations, or the role of technology in feedback provision. This study aimed to develop a theory-informed video podcast-based method of providing formative feedback and evaluate student perceptions. MethodsFirst-year pharmacy students (n = 53) completed a formative pharmaceutical calculations assessment. Two forms of feedback were designed and evaluated; typed solutions (traditional format commonly used/seen in textbooks) and video podcasts informed by instructional design theory (novel format). ResultsA survey was completed by 70% (37/53) of students. Specific features of video podcasts reported useful included hearing reasoning, and the ability to pause and rewind. Most (76%) reported positive attitudes towards video podcasts, considered them useful (75%) and helpful for learning (79%). A comparable number (76% and 71% respectively) felt positively about typed solutions. The majority (51%) preferred to receive both types rather than podcasts alone (24%), or typed solutions alone (8%). Free-text responses indicated both were used in different ways; typed solutions for quick verification and video podcasts for clarification. ConclusionsVideo podcasts appear to be a potentially helpful additional method of delivering feedback that afford specific advantages. They can be readily developed by faculty with minimal expense/difficulty. However, as respondents indicated that they used both kinds of feedback in different ways to support their learning, and indicated a preference to receive both types, they should be considered an addition rather than replacement for typed solutions.

Effectiveness of Explicit Corrective Feedback in Learning English

This study has been aimed at contrasting the consequences of explicit and implicit corrective feedback on pupils of second language. Furthermore, in this research, corrective feedback is categorized into different types and their effect on ESL/EFL learners was also analyzed. A 5-point likert-scale was utilized in this study which was responded by teachers of English subject. After the responses have been collected, SPSS has been used to do all the estimation techniques involving correlation and frequency distribution which represented that explicit type of corrective feedback has a huge influence on the language skills of the learner specifically with their command on the second language. A total of 150 teachers have responded to the questionnaire. The sampling of this particular research were the instructors of English language center of Quetta city, Baluchistan. This thesis emphasizes teachers to adopt the technique of providing overt kind of “Explicit” corrective feedback in a very productive and strategic method and make EFL/ESL learners aware of the techniques through which they can enhance their linguistic skills. Teachers had better not focus upon the feedback rather they ought to take on distinguish methodologies of corrective feedback. In addition, it would be significant for educators to inquire “the way of handling errors on advanced and elementary levels”. Undoubtedly explicit kind of feedback is more efficient and productive as it can be observed easily but instructors must acquire the types of corrective feedback according to students caliber and course levels.

The Effect of Explicit Feedback in Oral Performance in Use of Past Tense

The correction of grammar was said not to be facilitating in the language learning process by some researchers, including Krashen (1982, 1985) because it might affect learners negatively. However, the feedback has been studied in terms of its influence on language acquisition, and many studies point the positive effect of feedback on language learning (Ellis, Loewen, & Erlam, 2006; Khanlarzadeh & Nemati, 2016; Russel & Spada, 2006). Concordantly, this study examined the effect of corrective feedback on performance in speaking tasks targeting the use of simple past tense. Since many studies on corrective feedback (CF) focused on feedback on writing, especially in regard to grammatical errors, the present study aimed to contribute to the existing prose with the focus of oral performance and speaking. The participants were first-year students at a private university in Istanbul. Since intact classrooms were used to create samples, a quasi-experimental design was applied. A pre-test was applied to identify their current competence of the target topic in terms of oral production. The control and experimental groups were assigned randomly. The experimental group received explicit feedback, while the control group was not exposed to any kind of feedback. Verbal feedback was provided with regard to grammatical error correction. Pre-test and post-test results of control and experimental groups which were examined indicated that the experimental group receiving feedback for six weeks outperformed the control group. Based on this finding, corrective feedback can be considered as a facilitating tool for speaking activities with a grammar focus.

Pengaruh Teacher Feedback terhadap Kemampaun Murid dalam Pembelajaran Writing

Abstract The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students. The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing

Written feedback in heritage Spanish classrooms

Abstract Although feedback is a well-established and widespread technique in L1 and L2 writing, little is known about written feedback practices in Spanish heritage language (SHL) classrooms. This study examines how written feedback is used in SHL courses across the United States. Professors, instructors, graduate teaching assistants, program directors, and students who had taught, directed, or taken an SHL course completed online questionnaires about instructional practices and their perceptions of the feedback provided on writing assignments. Both instructors and students reported that written comments, correction codes, circles/underlines, and correct forms were frequently provided. Instructors indicated the most challenges when providing feedback on organization, grammar, and orthography. Nevertheless, students reported that every kind of feedback that they received was useful and comprehensible. Although further exploration of writing in the SHL classroom is needed to more concretely delineate best practices, the current findings suggest that several effective feedback practices are already in place.

1 to 5 Instructional Grouping Influences on Students’ Capacity Building

The aim of this study is to examine the influence of one to five group formations on students’ capacity building. One hundred eighty students from Arba Minch University, College of Natural Science were selected as samples for this study. The data were collected by observation and from the questionnaire filled by the respondent. Empirical and theoretical findings obtained from this study will contribute to evaluating 1 to 5 grouping influence on statistics student’s capacity building in the University. The findings will help in the formulation of national and local teaching methods which is appropriate for the statistics course. A randomized complete block design model was used to compare students’ performance in classroom activities by using different study methods including 1 to 5 grouping. It was observed from experience that all the participants indicated they prefer to remain silent than to give a wrong answer when they do individually, and students’ participation was to a large extent influenced by the kind of feedback they get from their classmate when they answer a question. The findings revealed that, in 1 to 5 grouping, students had the willingness to answer questions in class. The results also show that 1 to 5 grouping was helpful in promoting a good classroom environment which is free from intimidation and fear of participation to see mistakes as part of the learning process and lead to the creation of new knowledge. Finally results indicated that students perform better regarding grade point activity/GPA when they study in 1 to 5 grouping.

Gender differences of operator activity regulation and its neurophysiological support

The article considers the questions of activity regulation in individuals of different sexes. The aim is to study gender differences in psychophysiological regulation of activity under a variety of feedbacks and reveal their correlation with brain activity indices. Methods: Using the methods of apperception studying and tone value measuring 169 females and 60 males (229 individuals) volunteers aged 18-26 years were examined. EEG was registered in 125 women and 42 men (167 individuals). Results. Following the internal experience no gender differences were found in the activity efficiency, but men were more flexible, their regulation is only interrelated with intra-hemispheric links reduction, while that of women - with the reduction of both inter- and intra-hemispheric links. In using the external feedback men are more accurate, stable, well-minded, they, to a less degree, overestimate or underestimate the standard, they are more educable, more sensitive to feedback and more flexible in work. Their regulation is accompanied by reduced general representation of ß1- and δ-rhythms, multi-directional dependencies of ß2- and θ-activeness with reduction of information exchange between the hemispheres. Females are characterized by activation increase, strengthening of intra- and interhemispherical links with α-rhythms prevalence. It is important that in case of false feedback these regulations are preserved and differences in educability are neutralized. Conclusions: men better use feedback information, apply different strategies in achieving the result and rely on other regulation properties in various kinds of feedback; they are more successive in coping with cognitive conflict. Gender differences in activity regulation are interrelated with neurophysiological peculiarities.

How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.

The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students' English Writing

Teacher feedback is an essential part which can not be overlooked in English writing teaching. Whether teacherfeedback is effective and which type of feedback is more effective in improving learners’ writing proficiency haveattracted more and more researchers’ attention. Direct feedback is the feedback that teachers correct students’ errorsdirectly under the form or the right using habit of target language. Indirect feedback is the feedback that teachersonly mark out or point out students’ errors but not correct errors. This study explores the effects of two differentkinds of feedback (direct feedback and indirect feedback) on the acquisition of English simple past tense in highschool students’ writing. And it attempts to answer the following three questions: 1) Do teachers’ direct and indirectfeedback in English writing influence senior high school students’ acquisition of simple past tense? 2) If so, whichkind of feedback (direct or indirect feedback) has the greater influence on improving students’ acquisition of simplepast tense in English writing? 3) What perceptions do students have towards teachers’ direct and indirect feedback inEnglish writing?The result showed that the two kinds of feedback have an influence on the acquisition of the target structure,however, there is no significant difference between direct and indirect feedback group, which states that indirectfeedback class was not better than direct feedback class.

Students Voices: A Qualitative Study On Teachers’ Written Feedback Among Fourth Year University Students

The objectives of this study is to find student’s voices on teachers’ written feedback. The qualitative study investigates the student’s voices on teachers’ written feedback of their essays and comments that benefit students’ future improvement as writers. It explores sixty-one English Department students’ opinions on the written feedback of their writing teachers at Ar-Raniry State University of Islamic Studies, Banda Aceh, Indonesia. The findings indicate that writing teachers provide various kinds of feedback on students’ essays and they valued positive teachers’ feedback on all aspects of writing such as grammar, mechanics, content and organisation. Teachers’ negative comments were also considered useful for students’ learning because they can help students to improve their critical thinking and writing skills. In addition, for student future improvement, teachers’ feedbacks do contribute to learning and that teachers’ feedback on grammar and organisation are more preferable than those on content and mechanics. It is suggested that feedback which highlights strengths and weaknesses of students’ work can facilitate students to learn and make better future learning.

Reflecting on feedback processes for new ways of knowing, being and acting

ABSTRACTUsing participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants’ explorations of new ways of knowing, being, and acting as academic developers in their contexts. The process of reflecting on contested and diverse approaches to feedback has contributed significantly to theorising our practices as facilitators on the course. We argue that the kind of feedback provided by the tutors has the potential to contribute to strengthening emerging voices and practices of academic developers in the global South.

Relaying the High-Frequency Contents of Tactile Feedback to Robotic Prosthesis Users: Design, Filtering, Implementation, and Validation

It is known that high-frequency tactile information conveys useful cues to discriminate important contact properties for manipulation, such as first contact and roughness. Despite this, no practical system, implementing a modality matching paradigm, has been developed so far to convey this information to users of upper-limb prostheses. The main obstacle to this implementation is the presence of unwanted vibrations generated by the artificial limb mechanics, which are not related to any haptic exploration task. In this letter, we describe the design of a digital system that can record accelerations from the fingers of an artificial hand and reproduce them on the user's skin through voice-coil actuators. Particular attention has been devoted to the design of the filter, needed to cancel all those vibrations measured by the sensors that do not convey information on meaningful contact events. The performance of the newly designed filter is also compared with the state of the art. Exploratory experiments with prosthesis users have identified some applications where this kind of feedback could lead to sensory-motor performance enhancement. Results show that the proposed system improves the perception of object-salient features such as first-contact events, roughness, and shape.

“Give me actual music stuff!”: The nature of feedback in a collegiate songwriting class

This study aimed to understand the nature of feedback that students and teacher exchanged in a workshop-based collegiate songwriting course. Two research questions guided the study: (1) What kinds of feedback do students and teacher give as they respond to each other’s work? and (2) What factors contribute to the culture of feedback in this class? Data sources included field notes from class observations, individual interviews with four informant students, a group interview, and a student-conducted interview of the investigator, who was also the instructor of the class. The analysis generated four themes that describe the feedback culture of this songwriting class: micro feedback, macro feedback, feedback roles, and overall feedback culture. Recommendations for practice and future research are presented.

Using oral feedback to help students in learn English

English is an international language, so its must for us to learning english. Feedback is a part in teaching process, most of teacher use feedback in teaching process, in the process of feedback, teacher can know how the students grow, respond to stress and challenge, and etc. There are 2 kinds of feedback. Written feedback and oral feedback. In this context the writer focus on oral feedback to help students learn english. There is the benefit of oral feedback based on findings which can help student learn englishthat positive feedback, however, can increase the likelihood that students will return to or persist in activity and self-report and higher interest in the activity. It have similiar thing with the third point, when you give a positive feedback the student will return and addiction with your feedback. And make the students more active in the class.

Informal Feedback in the English Language Classes of Gauhati University: An Ethnographic Study

According to Thomas (1987), though learning is a private process, it is also the result of the external interaction which takes place between the participants viz. the teacher and the learners in the classroom.The language classroom can be considered as a microcosm of society and as such the interaction in the classroom can be considered as a reflection of the communication outside it. The cultural conditioning and defining of the roles of the teacher and the learner play an important role in the teaching-learning process. The feedback that is provided by the teacher is an important part of classroom interaction. This paper attempts to determine the quality of the informal feedback in the English language class and also tries to ascertain the extent to which it is provided to the undergraduate students of Gauhati University. It is believed that the findings will throw light on the quality of classroom interaction and also assist in raising awareness about it’s importance.A few aspects of feedback that will be analysed in this paper in an ethnography of communication (EoC) framework are provided below.• How does the relationship between the participants i.e. the teacher and the learners influence the kind of feedback and in turn the quality of teaching and learning in the classroom?• Does cultural conditioning play a role in the classroom interaction?For this study a survey was conducted in three colleges affiliated to Gauhati University. Students and teachers of the General English paper were interviewed with the help of semistructured interviews. The findings indicate that the feedback system is almost non-existent in colleges due to numerous problems that need to be addressed in an expedited manner. The reasons for the faulty feedback system have also been addressed in the paper.

Three-dimensional motion capture data during repetitive overarm throwing practice

Three-dimensional motion capture analysis is considered the gold standard for any movement research. Motion capture data were recorded for 7 healthy female participants with no prior throwing experience to investigate the learning process for overarm throwing during a selected period. Participants were monitored 3 times a week for 5 weeks. Each session consisted of 15 dominant and 15 nondominant hand side overarm throws. A total of 3,150 trials were recorded and preprocessed (labeling reflective markers) for further analysis. The presented dataset can provide valuable information about upper extremity kinematics of the learning process of overarm throwing without any kind of feedback. Furthermore, this dataset may be used for more advanced analysis techniques, which could lead to more insightful information.

A Systematic Literature Review of Automated Feedback Generation for Programming Exercises

Formative feedback, aimed at helping students to improve their work, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We have performed a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss’ feedback content categories to classify feedback messages. We report on the results of coding a total of 101 tools. We have found that feedback mostly focuses on identifying mistakes and less on fixing problems and taking a next step. Furthermore, teachers cannot easily adapt tools to their own needs. However, the diversity of feedback types has increased over the past decades and new techniques are being applied to generate feedback that is increasingly helpful for students.

The power of the dollhouse: Comparing the use of full-scale, 1:16-scale and virtual 3D-models for user evaluation of workstation design

The benefits of having users evaluate product or workplace design during the development process are well known. This is often achieved by letting users interact with one or more models of the design proposal, in order to elicit feedback. The issue for product developers is to choose what type(s) of models to use (from paper drawings to physical or virtual mock-ups or fully working prototypes) and when to use them in the development process, while making optimal use of resources like time, money and personnel. This paper compares three types of simple three-dimensional (3D) models (1:1 scale, 1:16 scale and CAD) representing a ship bridge workstation, examining what kind of feedback they elicit in a design evaluation with representative users. Participants were asked to assess the proposed design and to compare the models' relative merits. The study found that while all three types of 3D models elicited several types of useful design feedback, there were differences in both quantity and content of the feedback elicited by each model type. The physical models elicited more feedback than the CAD model, both regarding content richness (direct and indirect design feedback) and quantity. The tangibility of the models seems to greatly influence acceptance and credibility.