Students’ Views of Feedback on Electronic Assignments
- DOI
- 10.2991/icpcs-19.2019.15How to use a DOI?
- Keywords
- feedback, electronic feedback, instructors, students
- Abstract
With the rapid development of technology, more and more universities put courses online. Electronic submissions become ordinary and seem largely reasonable choices. Yet, those instructors who employ blended approaches to interacting with students may also require students to submit their assignments electronically even though instructors and students meet on campus regularly as scheduled. Providing electronic feedback (e-feedback) by instructors becomes one of the central concerns in higher education. However, there is limited research in students’ views of e-feedback provided on submissions. This study, part of a large study, was intended to fill the void. All undergraduate students from a Midwestern university were surveyed regarding what they support: e-feedback and handwritten feedback and what their perceptions on e-feedback based on the following five categories: accessibility, timeliness, legibility, quality and personal. Data were analyzed quantitatively and qualitatively. The results show that the majority of the respondents preferred e-feedback for accessibility, timeliness, and legibility. While there were not as many supporters as those for accessibility, timeliness, and legibility, the theme of quality was supported more than that of personal. In this article, addressed are also limitations, educational implications, and future research suggestions.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ni Chang PY - 2019/05 DA - 2019/05 TI - Students’ Views of Feedback on Electronic Assignments BT - Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019) PB - Atlantis Press SP - 64 EP - 69 SN - 2352-5398 UR - https://doi.org/10.2991/icpcs-19.2019.15 DO - 10.2991/icpcs-19.2019.15 ID - Chang2019/05 ER -