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The Effects of Feedback Types for Online Participation Information on Online Participation and Learning Outcomes
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온라인 토론활동 참여정보에 대한 피드백 유형이 학습참여 및 학습성과에 미치는 영향

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Type
Academic journal
Author
Sung-Hee Jin (한밭대학교) Yoo Mina (경일대학교)
Journal
Korean Society Of Educational Technology 교육공학연구 교육공학연구 제36권 제3호 KCI Accredited Journals
Published
2020.1
Pages
561 - 588 (28page)

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The Effects of Feedback Types for Online Participation Information on Online Participation and Learning Outcomes
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Abstract· Keywords

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Visual dashboards for online discussion activities are learning support tools that can have a positive impact on learning outcomes and satisfaction, but the effect may vary depending on how learners recognize and interpret the dashboards. The purpose of this study is to analyze the effect of the types of explanatory feedback with visual feedback on the dashboard for online participation information on online participation and learning outcomes. Two experimental studies were conducted to achieve the objectives of the study. Research participants in the experimental study 1 were 74 college students (male: 58, female: 16) who took the ‘Adventure Design’ course at K university. The pre-test confirmed homogeneity between the two groups, independent variables were descriptive feedback and prescriptive feedback, and dependent variables were online participation in discussion activities and learning outcomes. As results, it was found that the group provided with descriptive feedback was significantly higher in online participation and the quality of discussion than the group provided with prescriptive feedback. The study participants in the experimental study 2 were 71 college students (male: 42, female: 29) who took the ‘Human Life and Education’ course at H university. Homogeneity between the two groups was confirmed through pre-test, independent variables were direct feedback and indirect feedback, and dependent variables were online participation and learning outcomes. The experimental study 2 applied cross-sequential design to provide two types of feedback once at an intersection, and a post-test was conducted on the preference for the feedback types. This study found that direct feedback on the first round of discussion activities had a positive effect on the level of participation and learning outcomes, but there was no significant difference in the second round of discussion activities. Students in both groups were found to have a high preference for direct feedback. The results in the experimental study 2 are believed to have continued the learning effect on the type of feedback presented in the first discussion activity until the second discussion activity, but it is necessary to investigate it through further research. In addition to the research results, the implications of feedback design for participation information in online discussion activities were discussed.
#피드백 유형 #설명적 피드백 #처방적 피드백 #직접 피드백 #간접 피드백 #학습참여 #학습성과

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References (46)

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김양희 / 2010 / The effectiveness of diverse types of written feedback: Comparative study of teacher and student feedback. / 영어어문교육 16(4):133~152 google schola 나일주 / 2008 / 인쇄텍스트와 온라인텍스트에 대한 학습자들의 인식 및 태도에 관한 연구 / 교육정보미디어연구 14(2):213~235 dbpia 류지헌 / 2010 / PDA의 화면설계 방식 및 과제유형이 반응시간과 사용자 선호에 미치는 영향 / 교육정보미디어연구 16(1):71~94 dbpia 백재파 / 2016 / 한국어 쓰기 교육에서 피드백 효과에 대한 메타분석 연구 / 우리말연구 (44):251~281 dbpia 유미나 / 2017 / 학습분석 기반 온라인 토론활동의 시각화 원리 개발 / 교육공학연구 33(4):901~941 dbpia

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