Assessing the relationship between feedback strategies and learning improvement from a distance learning perspective

E. Attiogbe, Y. Oheneba-sakyi, O. Kwapong, J. Boateng
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Abstract

PurposeFeedback is crucial in a learning process, particularly in an online interaction where both learners and instructors are distantly located. Thus, this paper aims to investigate the association between feedback strategies, embedded course syllabus and learning improvement in the Sakai Learning Management System.Design/methodology/approachThis paper uses a survey design to collect cross-sectional data from adult distance learning students. The data were analysed using descriptive statistics and a standard multiple regression model in Stata.FindingsThe results show that feedback strategies (timing, mode, quality and quantity) and embedded course syllabus have a significant relationship with learning improvement. However, the feedback strategy – target – is not significantly related to learning improvement though it is the highest feedback strategy.Originality/valueThis paper has contributed to the extant literature by providing empirical evidence to support the constructivism theory of learning from a distance learning perspective in a developing country. The study has shown that if the feedback strategies are well managed and applied, they would make a considerable impact on distance education students' academic pursuits. Hence, the paper provides a pedagogical foundation for short and long-term distance learning policy.
从远程学习的角度评估反馈策略与学习改进之间的关系
目的反馈在学习过程中是至关重要的,特别是在学习者和教师都距离很远的在线互动中。因此,本文旨在探讨反馈策略、嵌入式课程大纲与Sakai学习管理系统中学习改善之间的关系。设计/方法/方法本文采用调查设计收集成人远程教育学生的横断面数据。采用描述性统计和Stata中的标准多元回归模型对数据进行分析。研究结果表明,反馈策略(时间、模式、质量和数量)和嵌入式课程教学大纲对学习改善有显著影响。然而,目标反馈策略虽然是最高反馈策略,但与学习进步的关系并不显著。原创性/价值本文为发展中国家远程教育视角下的建构主义学习理论提供了实证支持,对现有文献做出了贡献。研究表明,如果反馈策略得到良好的管理和应用,它将对远程教育学生的学业追求产生相当大的影响。因此,本文为短期和长期远程教育政策提供了教学基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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