Power Of Feedback Research Articles

Redefining medical education: harnessing the power of patient feedback.

Redefining medical education: harnessing the power of patient feedback.

The power of feedback in teacher education

PurposeThis qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.Design/methodology/approachFor this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.FindingsBoth integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.Originality/valueAlthough a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.

Unlocking the power of feedback: Exploring customers' continued purchase intention of cause-related products in the hotel industry

This study addresses a gap in cause-related marketing (CRM) research in the hotel industry by highlighting the importance of feedback information in sustaining customer participation. Based on the information processing theory, this study investigates when and how hotels utilize feedback information as a strategic incentive to enhance customers' continued purchase intentions in CRM campaigns. Through a real-life experiment and two scenario-based experiments, the findings reveal the following: (1) Outcome value feedback (vs. action value feedback) more effectively enhances customers' continued purchase intention through self-efficacy; (2) Outcome value feedback enhances self-efficacy more when customers are engaged in an exchange relationship or when the CRM goal is ongoing; (3) No significant difference in self-efficacy is found between the two types of feedback when customers are in a communal relationship or when the CRM goal is completed. These findings can assist hotel managers in improving CRM strategies by effectively delivering feedback to customers.

Students’ perceptions on different sources of self-feedback

ABSTRACT Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback in favour of its dialogic function introduces new reflections concerning the internal generative feedback process. In this regard, Nicol [(2020). The power of internal feedback: Exploiting natural comparator processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823314; (2021). Guiding learning by activating students’ inner feedback. Times Higher Education] outlines the concept of self-feedback, i.e., the continuous comparative process that students produce from various external information and sources triggering internal feedback. In this context, the present research aims to explore students’ perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view, and researching the relationships between different individual characteristics. The results show that students’ individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations.

Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education

Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm.

Harnessing the Power of Feedback to Improve Student Learning in Music

What does effective feedback look like in the music classroom? In this article, we explore a prominent perspective on feedback proposed by scholar John Hattie and his colleagues and then provide practical examples for application in music contexts. We begin by defining what feedback is and then explore what makes it effective and provide strategies for teachers to develop more effective feedback skills. Using this understanding of what makes feedback effective for learners, teachers can help students be active partners in the learning process and to achieve their goals with greater musical understanding.

How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning?

ABSTRACT This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned to dyads, engaged in discussions about the pros and cons of “Genetically Modified Organisms (GMOs)”, provided feedback to peers, and wrote an argumentative essay regarding the topic. Results indicated significant differences among the conditions in terms of the quality of provided feedback. This implies that the peer feedback quality can be enhanced or diminished depending on its type. Results also revealed a significant improvement in students’ argumentative essay performance and domain-specific knowledge acquisition without significant differences among conditions. We discuss how the such increase in the quality of essays and learning outcomes might be related to the power of peer feedback regardless of the feedback type. We also discuss why using multiple instructional scaffolds may result in over-scripting that may diminish the power of peer feedback and the effects of the scaffolds themselves in online learning environments.

The modulation of pain in reward processing is reflected by increased P300 and delta oscillation

Pain elicits the desire for a reward to alleviate the unpleasant sensation. This may be a consequence of facilitated neural activities in the reward circuit. However, the temporal modulation of pain on reward processing remains unclear. We addressed this issue by recording electroencephalogram when participants received win or loss feedback in a simple gambling task. Pain treatment was conducted on 33 participants with topical capsaicin cream and on 33 participants with hand cream as a control. Results showed that pain generally increased the P300 amplitude for both types of feedback but did not affect feedback-related negativity (FRN). A significant interaction effect of treatment (painful, non-painful) and outcome (win, loss) was observed on delta oscillation as pain only enhanced the power of win feedback. In addition, the FRN and theta oscillation responded more to loss feedback, but this effect was unaffected by pain. These findings indicate that pain may enhance secondary value representation and evaluation processes of rewards, but does not influence primary distinction of reward or reward expectation. The temporal unfolding of how pain affects reward-related neural activities highlights the prominent impact of pain on high-level cognitive processes associated with reward.

In Neurofeedback Training, Harder is Not Necessarily Better: The Power of Positive Feedback in Facilitating Brainwave Self-Regulation

Neurofeedback is gaining recognition as an efficient, effective treatment for a variety of different psychological and neuropsychiatric disorders. Its value has been shown in robust clinical studies. However, a certain percentage of clients do not respond to this treatment modality. We suggest performing easier sessions so that clients receive an increased rate of positive feedback. This may encourage positive response to neurofeedback. Research has shown that implicit learning, the type of learning involved in neurofeedback, is better achieved with high levels of positive feedback. In addition, psychological factors related to attention, motivation, cooperation, and positive affect may also be contributing to this facilitatory effect. The relevant theoretical background and supporting evidence are provided.

Revisiting “The Power of Feedback” from the perspective of the learner

Revisiting “The Power of Feedback” from the perspective of the learner

Descriptive feedback in professional communication – an essential premise for quality assurance

The given article contains reflections in the field of human resources management, in particular the effects of communication, the priorities and the ways of providing effective feedback, which makes a considerable contribution to improving the quality assurance of the educational system in the Republic of Moldova, including the higher education system. Important emphasis is placed on the formation of the tradition of obtaining effective feedback from employees, colleagues, partners by managers at all management levels. What is the power of feedback? What can effective feedback do and enable? However, the elucidation of the impact resulting from the implementation of this theory in the professional life of each team and its promotion are essential in order to ensure quality in the management system in education. The objective of the study is to highlight the importance and necessity of applying feedback in the activity process, but not just any feedback, but feedback that generates essential improvements in the results of team/collective/institutional activity and raises the managerial culture to a new organizational level.

The power of feedback: Implementing a comprehensive hand hygiene observer program

Hand hygiene (HH) is a fundamental component of infection prevention within all healthcare settings. We implemented a hospital-wide program built on overt HH observation, real-time feedback, and thematic analysis of HH misses. A robust observer training program was established to include foundational training in the WHO's My Five Moments of HH. Observational data from 2011 to 2019 were analyzed by unit, provider type, and thematic analyses of misses. During the study period, we conducted 160,917 hospital-wide observations on 29 units (monthly average of 1,490 observations). Institutional compliance remained above 95% from 2013 to 2019. Thematic analysis revealed "touching self" and "touching phone" as common, institution-wide reasons for HH misses. Overt observations facilitated communication between HH program and healthcare staff to better understand workflow and educate staff on HH opportunities. This program is an integral part of the Infection Prevention team and has been deployed to collect supplemental data during clusters and outbreaks investigations. In addition to having rich HH data, successes of this program, include increased awareness of IPC practices, enhanced communication about patient safety, enriched dialog and feedback around HH misses, and relationship building among program observers, unit staff and leaders.

Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education

The core focus of this review is to show how immediate and valid feedback, qualitative assessment influence enhances students learning in a higher education environment. With the rising trend of online education especially in this COVID-19 pandemic, the role of assessment and feedback also changes. Earlier the assessment part is not considered the main focus in learning and teaching in HEIs, but now with the increase in online education, it is observed that the paradigm is shifted toward assessing those activities of students that enhance their learning outcomes. A lot of research work has been done on developing assessment strategies and techniques that can support learning and teaching effectively. Yet, there is limited research that looks at how methods applied in learning analytics can be used and possibly constitutes the assessment process. The objective of this work is to provide an exploratory and comparative study of how assessment and feedback practices can enhance students learning outcomes using AI. The key contribution of this study attempts to capture an outline of the most used artificial intelligence and machine learning algorithms for student success. The results showed that I-FCN performed better than other techniques (ANN, XG Boost, SVM, Random Forest, and Decision Trees) in all measured performance metrics. Also, the result of the comparative analysis study will help the educators, instructors, and administrators on how they could take the advantage of a data-driven approach, design less pressurized, more valid, reliable, constructive assessment findings, and connect the power of assessment and feedback to enhance the learning outcomes.

The power of strength-oriented feedback enlightened by self-determination theory: a positive technology-based intervention

The power of strength-oriented feedback enlightened by self-determination theory: a positive technology-based intervention

The Use of Screencast Feedback to Enhance the Writing Performances: The Case of Second-year Students of English at Tebessa University

Despite being convinced by the power of feedback to promote students’ writing abilities as demonstrated by its application in language learning, however, some complaints concerning its use in English as a Foreign Language (EFL) classrooms still exist due to the different constraints that usually appear in such a context. Owing to advances in technology, teachers are now able to deal with formative feedback to assess the students’ writing skills through the Screencast Feedback (ScF). To this end, this study explores the impact of ScF on students’ writing regarding content, organisation, and grammar. A pre-experimental design was conducted with 32 second-year students enrolled in the Department of Literature and the English Language at Tebessa University, whose writing ability were tested before and after the implementation of the ScF. For an in-depth understanding, a structured focus group interview was conducted. Statistics showed an increase in the students’ writing abilities. The students considered ScF supportive, much more personal, and a much more motivating tool.

The power of positive feedback

The British Student Doctor Journal is a high quality, open access, biannual, peer-reviewed, general medical journal, which publishes articles written primarily by medical students. In addition to publishing original research and systematic reviews, we also provide a platform to medical students to express original thought and reflections on clinical practice, student life and medical education.All of our content is fully open access, available without subscription and with no authorship charges. All articles published in The British Student Doctor Journal go through a rigorous peer-review process, led by our student editorial team. The governance of the journal is overseen by our faculty advisory board, and we are published by Cardiff University Press and funded by Cardiff University School of Medicine.For more information, please visit our homepage at www.bsdj.org.uk.

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD = 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback

Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics ( Bertilsson et al., 2021 ) as well as the timing of the practice test and sleep ( Kroneisen & Kuepper-Tetzel, 2021 ). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback ( Enders et al., 2021 ; Pieper et al., 2021 ) and positively or negatively valenced feedback ( Jones et al., 2021 ). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems ( Giebl et al., 2021 ), whether review quizzes should be required and contribute to students’ final grades ( den Boer et al., 2021 ), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice ( Endres et al., 2021 ). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.

CoVerifi: A COVID-19 news verification system

There is an abundance of misinformation, disinformation, and “fake news” related to COVID-19, leading the director-general of the World Health Organization to term this an ‘infodemic’. Given the high volume of COVID-19 content on the Internet, many find it difficult to evaluate veracity. Vulnerable and marginalized groups are being misinformed and subject to high levels of stress. Riots and panic buying have also taken place due to “fake news”. However, individual research-led websites can make a major difference in terms of providing accurate information. For example, the Johns Hopkins Coronavirus Resource Center website has over 81 million entries linked to it on Google. With the outbreak of COVID-19 and the knowledge that deceptive news has the potential to measurably affect the beliefs of the public, new strategies are needed to prevent the spread of misinformation. This study seeks to make a timely intervention to the information landscape through a COVID-19 “fake news”, misinformation, and disinformation website. In this article, we introduce CoVerifi, a web application which combines both the power of machine learning and the power of human feedback to assess the credibility of news. By allowing users the ability to “vote” on news content, the CoVerifi platform will allow us to release labelled data as open source, which will enable further research on preventing the spread of COVID-19-related misinformation. We discuss the development of CoVerifi and the potential utility of deploying the system at scale for combating the COVID-19 “infodemic”.