Potential pitfalls in online feedback: A model for successfully completing the feedback cycle
Abstract: Based on data gathered from online undergraduate students and supported by existing research, the authors are proposing a model that highlights the potential pitfalls and points of frustration that can interrupt a traditional feedback cycle in an eLearning environment. In a F2F environment, there are social cues that can be read by the instructor to indicate that a student does not understand the feedback given to them. These opportunities for understanding feedback are not present in an eLearning context, increasing the possibility for students to misinterpret feedback and hinder their ability to revise their work according to instructor expectations. While this model is still in the development phase, strategies to avoid some of these pitfalls in the feedback cycle are discussed and include providing explicit instruction on the feedback and formative assessment cycle as well as opportunities for students to provide feedback to the instructor regarding the utility of their feedback.