Analysis of Feedback Processes in Online Group Interaction: a Methodological Model

The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promo...

Full description

Saved in:
Bibliographic Details
Published in:Digital education review 2013-06 (23), p.59-73
Main Authors: Espasa, Anna, Guasch, Teresa, Álvarez Valdivia, Ibis Marlene
Format: Article
Language:English
Subjects:
Affective Behavior
Computer Mediated Communication
Distance learning
Educational Technology
Electronic Learning
Essays
Feedback
Feedback (Response)
Feedback implementation
Foreign Countries
Group Dynamics
Instructional Improvement
Interaction
Learning Activities
Online interaction
Online learning environment
Peer Evaluation
Spain
Student Participation
Students
Undergraduate Students
Virtual Universities
Writing (Composition)
Writing Assignments
Writing Instruction
Writing process
Writing Skills
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments. A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students' activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1) student participation 2) nature of student learning and 3) quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model's operativity regarding how students incorporate such feedback into their essays.
ISSN:2013-9144
2013-9144
DOI:10.1344/der.2013.23.59-73