Formative Feedback in Online and Blended Learning Based on Internet Environment

Abstract

In learning and teaching activities, feedback has become a powerful instructional design strategy for improving teaching effectiveness. With the use of science and technology in teaching. Teachers need to rethink fundamental issues such as teaching, learning, and feedback in non-traditional spaces. These issues include concepts such as the reliability and validity of feedback in the online environment that serve the intended purpose, and how to use the feedback functions of online and hybrid learning. In the classroom, the interaction between teachers and learners is not uncommon, and their efficiency is not easy to control. This article systematically reviews the research literature on the feasibility of improving the feedback efficiency of college online teaching activities. As a comprehensive narrative review, the methodology used in this review requires a systematic search, review, and writing of this literature review to bring together the key topics and findings in this area of research. Learners are divided into two categories based on cognitive styles of Field Dependence (FD) and Field Independence (FID). Sustained interactive feedback is thought to be an important feature that can address the effect size on validity and reliability.