Various Types Of Feedback Research Articles

Transforming studio experience: Introducing student-centred learning and communities of practice to new design-teaching staff in Shanghai

This article reflects upon the experience of a New Zealand design lecturer, invited to facilitate workshops in student-centred learning with tertiary teachers, in China. The context was a new, themed-environment design degree, which sought to integrate international design and teaching methodologies. Developing a community of practice amongst the teaching staff was considered vital to the enhancing of subsequent student learning experiences. A decentred approach was used, in which all cultural conditionings were acknowledged and reflected upon while avoiding emphasis on any particular forms. Various types of feedback were used to gain teaching staff responses to the workshop experiences. The challenge was to present alternative design teaching models in another cultural and pedagogical environment, and to encourage forms of studio teaching practice that could lie alongside traditional ways.

The core regulatory network in human cells

In order to discover the common characteristics of various cell types in the human body, many researches have been conducted to find the set of genes commonly expressed in various cell types and tissues. However, the functional characteristics of a cell is determined by the complex regulatory relationships among the genes rather than by expressed genes themselves. Therefore, it is more important to identify and analyze a core regulatory network where all regulatory relationship between genes are active across all cell types to uncover the common features of various cell types. Here, based on hundreds of tissue-specific gene regulatory networks constructed by recent genome-wide experimental data, we constructed the core regulatory network. Interestingly, we found that the core regulatory network is organized by simple cascade and has few complex regulations such as feedback or feed-forward loops. Moreover, we discovered that the regulatory links from genes in the core regulatory network to genes in the peripheral regulatory network are much more abundant than the reverse direction links. These results suggest that the core regulatory network locates at the top of regulatory network and plays a role as a 'hub' in terms of information flow, and the information that is common to all cells can be modified to achieve the tissue-specific characteristics through various types of feedback and feed-forward loops in the peripheral regulatory networks. We also found that the genes in the core regulatory network are evolutionary conserved, essential and non-disease, non-druggable genes compared to the peripheral genes. Overall, our study provides an insight into how all human cells share a common function and generate tissue-specific functional traits by transmitting and processing information through regulatory network.

Understanding the Effect of Feedback on Young Drivers’ Speeding Behavior

The aim of the present study was to empirically investigate the effect of various types of feedback on young novice drivers’ speed management behavior. One hundred young drivers, randomly allocated to five groups, completed three test drives using a computer-based driving simulator. For four groups, feedback was provided after an 11km drive and focused on speeding behavior, the safety implications of speeding or the financial penalties if caught speeding or all three. The fifth group was a no-feedback control. Driver speed management performance was examined in two 11km drives immediately following the receipt of feedback and one week post feedback. The results showed that all types of Feedback were effective in improving young drivers’ speed management behavior compared to the control group. Providing feedback about financial implications of speeding was found to be the best in improving young drivers’ speed management behavior across all tested conditions. These findings have important implications for the development of a new approach to improve young drivers’ speed management behavior.

A system for efficient motor learning using multimodal augmented feedback

Numerous studies have established that using various forms of augmented feedback improves human motor learning. In this paper, we present a system that enables real-time analysis of motion patterns and provides users with objective information on their performance of an executed set of motions. This information can be used to identify individual segments of improper motion early in the learning process, thus preventing improperly learned motion patterns that can be difficult to correct once fully learned. The primary purpose of the proposed system is to serve as a general tool in the research on impact of different feedback modalities on the process of motor learning, for example, in sports or rehabilitation. The key advantages of the system are high-speed and high-accuracy tracking, as well as its flexibility, as it supports various types of feedback (auditory and visual, concurrent or terminal). The practical application of the proposed system is demonstrated through the example of learning a golf swing.

Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey.

BackgroundA variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts’ opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point.MethodsA survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70%) and trends (≥ 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey.ResultsAnswers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner’s abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34).ConclusionThe results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.

Exploring the Mobile Structural Assessment Tool: Concept Maps for Learning Website

In this paper, we describe how the pathfinder algorithm converts relatedness ratings of concept pairs to concept maps; we also present how this algorithm has been used to develop the Concept Maps for Learning website (www.conceptmapsforlearning.com) based on the principles of effective formative assessment. The pathfinder networks, one of the network representation tools, claim to help more students memorize and recall the relations between concepts than spatial representation tools (such as Multi- Dimensional Scaling). Therefore, the pathfinder networks have been used in various studies on knowledge structures, including identifying students’ misconceptions. To accomplish this, each student’s knowledge map and the expert knowledge map are compared via the pathfinder software, and the differences between these maps are highlighted. After misconceptions are identified, the pathfinder software fails to provide any feedback on these misconceptions. To overcome this weakness, we have been developing a mobile-based concept mapping tool providing visual, textual and remedial feedback (ex. videos, website links and applets) on the concept relations. This information is then placed on the expert concept map, but not on the student’s concept map. Additionally, students are asked to note what they understand from given feedback, and given the opportunity to revise their knowledge maps after receiving various types of feedback.

Middle School Students’ Writing and Feedback in a Cloud-Based Classroom Environment

Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange feedback. We used longitudinal growth models to analyze a large number of student writing samples (n = 3,537) as they changed across individual writing sessions (n = 18,146), and multiple regression analyses to relate writing quantity and types of feedback to changes in students’ standardized test scores. Additionally, student survey data and content analysis of students’ writing samples were used to contextualize and interpret students’ writing patterns. Overall, students had a positive attitude towards using Google Docs for editing and for the provision and receipt of feedback. They received various types of feedback from both their teachers and peers, but most were direct in character and in the areas of mechanics and grammar errors. However, neither students’ writing quantity nor their types of feedback on Google Docs was associated with their writing achievement. Our findings suggest that cloud-based technology could be integrated into K-12 classrooms to support students’ writing and editing, and to engage students in collaborative writing and improve interactions between writers and readers.

Stars, diamonds, and other shiny things: The use of expert and consumer feedback in the hotel industry

Abstract Over the past few years, researchers have studied the topic of online consumer feedback. Most of these studies focus on consumer decision making, and managing a hotel's image. Consequently, more research could explore consumer-generated feedback from the viewpoint of hotel operations and service quality improvement. The present research explored the ways in which hotel General Managers use feedback from consumers (namely online), experts, and internal sources to improve service quality. A combination of a quantitative survey and qualitative interviews were utilized. The study targeted General Managers of upscale hotels. Quantitative data was analyzed using multiple and simple regression analysis, correlations, and ANOVA. Results demonstrate that General Managers pay unequal amounts of time and effort to evaluating the various types of feedback. Furthermore, there were also significant differences in the perceived reliability of each source. The present research discovered a strong link between customer satisfaction survey scores and online reviews, as reported by General Managers. The reviews of consumers and experts also displayed significant relationships.

It really does pay to give employees a pat on the back

Purpose – The purpose of this paper is to present tips for leaders on receiving and giving feedback. Design/methodology/approach – Various types of feedback and the difference between feedback and criticism have been described. Findings – It has been emphasized that leaders need to view feedback as a developmental tool. Its importance in achieving leadership excellence also has been stressed. Practical implications – This paper argues that feedback helps employees to recognize their blind spots, correct themselves and perform better. It also serves as an employee retention tool. People crave feedback, especially positive feedback. But the feedback givers must know the art of giving feedback so that they are respected for it. Social implications – This paper advances the view that people excel through improvement and can improve through feedback. Originality/value – This paper describes how to use feedback as a tool to develop future leaders.

Feedback services for stepwise exercises

Advanced learning environments such as intelligent tutoring systems for algebra, logic, programming, physics, etc. let a student practice with stepwise exercises, and support a student solving such exercises by providing feedback. These environments usually provide various types of feedback, for example about the correctness of a step, common errors, hints about how to proceed, or complete worked-out solutions. Calculating feedback is generally delegated to a dedicated expert knowledge module, also known as a domain reasoner. Existing architectural descriptions of learning environments do not precisely specify the interaction between this module and the rest of the learning system. We propose a design based on the stateless client–server architecture that clearly decouples the expert knowledge module from the learning environment. We describe a set of feedback services that support the inner (interactions within an exercise) and outer (over a collection of exercises) loops of a learning system, and that provide meta-information about a class of exercises, such as solving quadratic equations, or performing Gaussian elimination. The feedback services do not depend on a particular domain and are based on the various feedback types described in the literature.The paper analyzes which domain-specific knowledge about an exercise class is needed for implementing the feedback services. Based on this analysis, we developed a framework for implementing domain reasoners that offers generic functionality such as rewriting, simplifying, and comparing terms. We have implemented several domain reasoners in this framework, both for external learning environments and for simple prototypes. The proposed design is evaluated with these implementations, and we reflect on our experience with developing domain reasoners.

Quality In-Training Evaluation Reports—Does Feedback Drive Faculty Performance?

Clinical faculty often complete in-training evaluation reports (ITERs) poorly. Faculty development (FD) strategies should address this problem. An FD workshop was shown to improve ITER quality, but few physicians attend traditional FD workshops. To reach more faculty, the authors developed an "at-home" FD program offering participants various types of feedback on their ITER quality based on the workshop content. Program impact is evaluated here. Ninety-eight participants from four medical schools, all clinical supervisors, were recruited in 2009-2010; 37 participants completed the study. These were randomized into five groups: a control group and four other groups with different feedback conditions. ITER quality was assessed by two raters using a validated tool: the completed clinical evaluation report rating (CCERR). Participants were given feedback on their ITER quality based on group assignment. Six months later, participants submitted new ITERs. These ITERs were assessed using the CCERR, and feedback was sent to participants on the basis of their group assignment. This process was repeated two more times, ending in 2012. CCERR scores from the participants in all feedback groups were collapsed (n=27) and compared with scores from the control group (n=10). Mean CCERR scores significantly increased over time for the feedback group but not the control group. The results suggest that faculty are able to improve ITER quality following a minimal "at-home" FD intervention. This also adds to the growing literature that has found success with improving the quality of trainee assessments following rater training.

Experiences with Audio Feedback in a Veterinary Curriculum

On a national scale in the United Kingdom, student surveys have served to highlight areas within higher education that are not achieving high student satisfaction. Of particular concern to the veterinary and medical disciplines are the persistently poor levels of student satisfaction with academic feedback compared to students in other subjects. In this study we describe experiences with audio feedback trials in a veterinary curriculum. Students received audio feedback on either an in-course laboratory practical report or on an in-course multiple-choice test. Shortly after receiving their feedback, students were surveyed using an electronic questionnaire. In both courses, more students strongly agreed that audio feedback was helpful compared to either text-based (course A) or whole-class (course B) feedback. When asked to reflect on the helpfulness of various types of feedback they had received, audio feedback was rated less helpful than individual discussion with a member of staff (course A and course B), more helpful than peer discussion or automated feedback (course A and course B), and more helpful than written comments or whole-class review sessions (course B). From a faculty perspective, in course A, use of audio feedback was more efficient than handwritten feedback. In course B, the additional time commitment required was approximately 5 hours. Major themes in the qualitative data included the personal and individual nature of the feedback, quantity of feedback, improvement in students' insight into the process of marking, and the capacity of audio feedback to encourage and motivate.

Back Straight Boys: Middle School Students' Initiative for Healthy Computing

The Christopher Columbus Awards Competition is a Science, Technology, Engineering and Mathematics, or “STEM” program, which challenges middle school students to identify and solve a community problem by the application of science and technology. Four California students (collectively known as the “Back Straight Boys”) worked as a team to address the issue of musculoskeletal problems associated with computer use. The prevalence of computer use both in schools and the work place continues to steadily increase. Globally, improper posture at computer workstations is a widespread problem. Studies have documented the negative impact of improper posture and the resultant musculoskeletal discomfort and pain experienced by students due to frequent computer usage. This project examined the posture habits of employees in an office environment and those of students in local elementary, middle, and high schools. The project also involved conducted trials while studying various types of feedback. This included the use of their prototype ergonomic device, the “Posture Pad”, developed to provide continuous posture feedback to the user. Participants using the “Posture Pad” displayed significantly better posture 95% of the time. Participants who received instructions and verbal reminders without the sensory feedback had dramatic improvements in posture. However, these improvements were transient. This project raised the public’s awareness to this growing problem and became a catalyst for the Back Straight Boys’ advocacy for and interest in ergonomics.

Hierarchical Cluster-based Partial Least Squares Regression (HC-PLSR) is an efficient tool for metamodelling of nonlinear dynamic models

BackgroundDeterministic dynamic models of complex biological systems contain a large number of parameters and state variables, related through nonlinear differential equations with various types of feedback. A metamodel of such a dynamic model is a statistical approximation model that maps variation in parameters and initial conditions (inputs) to variation in features of the trajectories of the state variables (outputs) throughout the entire biologically relevant input space. A sufficiently accurate mapping can be exploited both instrumentally and epistemically. Multivariate regression methodology is a commonly used approach for emulating dynamic models. However, when the input-output relations are highly nonlinear or non-monotone, a standard linear regression approach is prone to give suboptimal results. We therefore hypothesised that a more accurate mapping can be obtained by locally linear or locally polynomial regression. We present here a new method for local regression modelling, Hierarchical Cluster-based PLS regression (HC-PLSR), where fuzzy C-means clustering is used to separate the data set into parts according to the structure of the response surface. We compare the metamodelling performance of HC-PLSR with polynomial partial least squares regression (PLSR) and ordinary least squares (OLS) regression on various systems: six different gene regulatory network models with various types of feedback, a deterministic mathematical model of the mammalian circadian clock and a model of the mouse ventricular myocyte function.ResultsOur results indicate that multivariate regression is well suited for emulating dynamic models in systems biology. The hierarchical approach turned out to be superior to both polynomial PLSR and OLS regression in all three test cases. The advantage, in terms of explained variance and prediction accuracy, was largest in systems with highly nonlinear functional relationships and in systems with positive feedback loops.ConclusionsHC-PLSR is a promising approach for metamodelling in systems biology, especially for highly nonlinear or non-monotone parameter to phenotype maps. The algorithm can be flexibly adjusted to suit the complexity of the dynamic model behaviour, inviting automation in the metamodelling of complex systems.

Toward Learning to Press Doorbell Buttons

To function in human-inhabited environments a robot must be able to press buttons. There are literally thousands of different buttons, which produce various types of feedback when pressed. This work focuses on doorbell buttons, which provide auditory feedback. Our robot learned to predict if a specific pushing movement would press a doorbell button and produce a sound. The robot explored different buttons with random pushing behaviors and perceived the proprioceptive, tactile, and acoustic outcomes of these behaviors.

State of the science in health professional education: effective feedback

Effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development. This can be challenging as educators must acknowledge the psychosocial needs of the recipient while ensuring that feedback is both honest and accurate. Current feedback models remain reductionist in their approach. They are embedded in the hierarchical, diagnostic endeavours of the health professions. Even when it acknowledges the importance of two-way interactions, feedback often remains an educator-driven, one-way process. An understanding of the various types of feedback and an ability to actively seek an appropriate approach may support feedback effectiveness. Facilitative rather than directive feedback enhances learning for high achievers. High-achieving recipients undertaking complex tasks may benefit from delayed feedback. It is hypothesised that such learners are supported by reducing interruptions during the task. If we accept that medical students and doctors are high achievers, we can draw on some guiding principles from a complex and rarely conclusive literature. Feedback should focus on the task rather than the individual and should be specific. It should be directly linked to personal goals. Self-assessment as a means to identify personal learning requirements has no theoretical basis. Motivated recipients benefit from challenging facilitated feedback from external sources. To achieve truly effective feedback, the health professions must nurture recipient reflection-in-action. This builds on self-monitoring informed by external feedback. An integrated approach must be developed to support a feedback culture. Early training and experience such as peer feedback may over time support the required cultural change. Opportunities to provide feedback must not be missed, including those to impart potentially powerful feedback from high-stakes assessments. Feedback must be conceptualised as a supported sequential process rather than a series of unrelated events. Only this sustained approach will maximise any effect.

Synthesis of the 10th ICSR conference: innovation in the exploitation and management of shellfish resources

Sustainable exploitation and management of shellfish populations is an important issue for stakeholder groups such as shellfish industry, nature conservation NGO’s and governments. Shellfish culture depends in many cases on natural processes and it often occurs in protected coastal areas, that are also under high pressure by other human activities. Uncertainty in resource availability (recruitment, algal production and quality, space) puts pressure on the industry and asks for sustainable innovations in resource exploitation. For environmental protection, knowledge is required of impacts of shellfish exploitation and of successful methods for restoration and improvement of exploitation. Regulation and management of exploited shellfish resources, particularly in nature conservation areas, is a priority issue for governmental institutions as conflicts of interest are manifest. Knowledge is required of technological and management innovations to contribute to solutions and create new opportunities. These issues have been addressed during the conference in a series of parallel sessions. Session chairs (names in brackets) compiled a comprehensive review of actual research issues that were presented during the sessions. The presentations are summarized in this conference synthesis. For the topic on recruitment (Luca van Duren and Karsten Reise) the primary statement is that the combination of invasive species and climate change launched a revolutionary turnover in coastal shellfish communities. New species profit from changes in climate conditions while existing species suffer from it. Major research topics should focus on the various types of feedback under field conditions: positive when adults provide habitat or substrate for (gregarious) settlement, negative in terms of adult filtration of larvae. More knowledge is needed on secondary migration and settlement, dispersal potential of larvae and loss through flushing. There is a need for practical knowledge to improve spat collection and survival, in order to achieve sustainable exploitation and reduce benthic seed fishery.

An interface to virtual environments for people who are blind using Wii technology ‐ mental models and navigation

Accessible games, both for serious and for entertainment purposes, would allow inclusion and participation for those with disabilities. Research into the development of accessible games, and accessible virtual environments, is discussed. Research into accessible Virtual Environments has demonstrated great potential for allowing people who are blind to explore new spaces, reduce their reliance on guides and aid development of more efficient spatial maps and strategies. Importantly, Lahav and Mioduser (2005, 2008) have demonstrated that, when exploring virtual spaces, people who are blind use more and different strategies than when exploring real physical spaces, and develop relatively accurate spatial representations of them. The present paper describes the design, development and evaluation of a system in which a virtual environment may be explored by people who are blind using Nintendo Wii devices, with auditory and haptic feedback. The nature of the various types of feedback is considered, with the aim of creating an intuitive and usable system. Using Wii technology has many advantages: it is mainstream, readily available and cheap. The potential of the system for exploration and navigation is demonstrated. Results strongly support the possibilities of the system for facilitating and supporting the construction of cognitive maps and spatial strategies. Intelligent support is discussed. Systems such as the present one will facilitate the development of accessible games, and thus enable Universal Design and accessible interactive technology to become more accepted and widespread.

The nature of feedback: how different types of peer feedback affect writing performance

Although providing feedback is commonly practiced in education, there is no general agreement regarding what type of feedback is most helpful and why it is helpful. This study examined the relationship between various types of feedback, potential internal mediators, and the likelihood of implementing feedback. Five main predictions were developed from the feedback literature in writing, specifically regarding feedback features (summarization, identifying problems, providing solutions, localization, explanations, scope, praise, and mitigating language) as they relate to potential causal mediators of problem or solution understanding and problem or solution agreement, leading to the final outcome of feedback implementation. To empirically test the proposed feedback model, 1,073 feedback segments from writing assessed by peers was analyzed. Feedback was collected using SWoRD, an online peer review system. Each segment was coded for each of the feedback features, implementation, agreement, and understanding. The correlations between the feedback features, levels of mediating variables, and implementation rates revealed several significant relationships. Understanding was the only significant mediator of implementation. Several feedback features were associated with understanding: including solutions, a summary of the performance, and the location of the problem were associated with increased understanding; and explanations of problems were associated with decreased understanding. Implications of these results are discussed.

Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study

The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.