Influences of Preservice Teachers Frequent Formative Feedback in a Hybrid Learning Environment

ID: 50475 Type: Brief Paper
  1. Laurie O. Campbell and Tracey Planinz, University of Central Florida, United States
  2. Lindsey Pulse, The University of Central Florida, United States

Wednesday, March 8 4:15-4:35 PM Location: Bonnell View on map

Presider: Laurie O. Campbell, University of Central Florida, United States

Abstract: Formative student feedback is often one directional from a teacher to a student. Research indicates that this type of feedback improves student achievement and performance. Little is known about the influences of students providing frequent formative feedback to their instructors. The purpose of this study was to investigate the influence of student feedback in a hybrid learning environment conducted four to five times over the course of the semester. Students provided feedback about course and assignment organization and direction, faculty/student interaction, and their perception of community and connection to the instructor and each other. In a subsequent week, a whole class professional discussion was conducted. Findings from the study include: the results on student achievement, interaction, reflections, and end of course student perception ratings to inform the student feedback literature base to impact practice.


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