Integrating Constructive Feedback in Personalised E-Learning

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

This section of the encyclopedia talks about what students and teachers can contribute to online learning environment. It talks about who the average online learner is and the online relationship between the student and the teacher, and the student and their peers. Above all the author stresses that thinking differently is important to make online education work.

Learners should be given the opportunity to provide feedback throughout the course, this is necessary in order to evaluate teaching. Feedback from learners can be obtained informally as a group discussion or individually. Daines advises (2006:29) “People do expect feedback about what they are doing. Constructive feedback tells them that they are on the right lines, working to an appropriate standard and provides them with ideas on how to improve and develop. It is, motivating and confirms that what’s being

Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions.

Student engagement is a great part of the learning process in online courses. The professor can aide in active student participation by providing timely feedback and learner expectations. Online discussions often fall flat- are shallow, superficial, fail to engage students and result in frustration —for students and the course instructor (Wang & Chen, 2008).

A key issue to address would be to evaluate both teachers and students on their capacity to participate in online distance education (Lackey, 2011; American School Board Journal, 2005). Looking at Simonson’s Equivalency Theory it could be used as a gage in the creation of authentic learning situations for the learner.” Education at a distance should be built on the concept of equivalency of learning experiences. The more equivalent the learning experiences of distant learners are to those of local learners, the more equivalent will be the outcomes of the educational experiences for all learners” (Simonson, 1995). The objective would be for the instructional designer of the distance education course to provide an appropriate, equivalent learning experience for each

E-learning is considered as an alternative training option that provides a more hands-on, interactive approach to learning. Hence, E-learning promotes content in ways in which employees approach, understand and retain information (Trout, 2016). The format of E-learning will be to present information, test the trainees’ learning by having them respond to questions, and provide immediate feedback to the trainee on whether the response was correct.

Part of perfecting instruction is to obtain feedback from peers. Using the online environment, I will be able to complete assignments

Student retention. Without some human feedback, it may be difficult to keep some students mentally engaged and enthusiastic about e-learning over a long period of time. (Turban, King, Lee, Liang & Turban, 2012)

The pupils who participated in the case study were between the ages of 5-16 years. The students were from lower primary school including kindergarten – to the first grade, and the rest were from a high school in the Miami-Dade County public schools. Most of the students were from middle-class families and a small portion from well-up families. The learning profiles of the pupils who used the traditional learning methods reflected poor performance as compared to those who had used the e-learning

Due March 2, 2007 Submitted by: SUDEEPTHI MOGALLA DEPARTMENT OF COMPUTER SCIENCE NORTH CAROLINA STATE UNIVERISTY Email: smogall@ncsu.edu

Submitted in partial fulfillment of the requirements for the degree of Bachelor of Engineering in Computer Engineering

In any case, these terms speak to ideas with unobtrusive, yet important contrasts. In this essay, we uncover the distinctions, survey the implications of these terms, and propose definitions. Knowledge of e-Learning has largely developed from the experiences of learners and teachers in education using interactive Internet technologies to create online learning environments that support learning communities.

Department Of Computer Engineering, PVG’s College of Engineering and Technology, SavitribaiPhule Pune University, Pune, Maharashtra, India