Video - Feedback Management

Watch the video Feedback Management where we talk about the types of feedback and their importance and role in online and hybrid learning.

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Transcript

	Feedback is an essential tool for learning. Yet in digital education, it is often reduced to a brief note paired with a grade. For students to make genuine progress, feedback must be timely, clear, and focused on areas for improvement. In this video, we explore different types of feedback, strategies for planning it in an online setting. Available tools and ways to keep the workload manageable for teachers, particularly in courses with large enrollments. Without feedback, learning stagnates and only assessment remains. Feedback can take many forms. Formative feedback is provided while a task is in progress, such as comments on draft essays. Summative feedback is given at the end of a task and often includes a grade. Though it can still be valuable if it focuses on the process. Automatic feedback can be embedded in quizzes, offering explanations for correct or incorrect answers. Peer feedback engages students in the evaluation process, fostering reflection and accountability. A combination of these feedback types has the greatest impact without necessarily increasing time demands. Effective feedback transcends mere opinions and serves as a developmental tool. It should be specific. Instead of saying, this is not good, say there is a missing link between the example and the theory. It should focus on what the student can change, not on what has already been done. It must be personalized indicating that you have engaged with students' actual work rather than providing a generic response. Most importantly, it should offer suggestions and stimulate further thinking. For example, your applied theory X well here. Consider how it might be applied to a practical example. This feedback teaches rather than evaluates. Feedback does not require manually rewriting each comment in Google Docs. You can highlight sections of the text and comment directly on them. Moodle Annotate PDF allows for in-browser commenting on essays without downloading files. Templates for frequent comments can also be developed and tailored individually. The key is balance. Feedback should be meaningful but not overwhelming. Providing feedback alone is not enough. It is vital to motivate students to act on it. Short reflection tasks after grading can have a profound effect. What feedback will you apply to your next assignment? You can also encourage them to document how their work evolved based on prior comments. This not only fosters metacognition, but also demonstrates the impact of one's efforts. Feedback is only valuable if it steers students toward change, growth, and a deeper understanding. Examples of feedback that motivate students to take further action. First example, "Interesting observation. Can you link it to a specific article or source You read?" Second example. "Thanks for the ideas. I agree that a better forum structure would help. Does anyone have any suggestions for improvement?" Third example. "Your case study is excellent. Have you considered how the results might differ in an online environment?" Next, we present examples of ineffective feedback that do not encourage students to take further action. For each example, we offer an improved alternative. One topic solved suggestion. "You have elaborated the key ideas very well. If you're interested, we can explore practical examples in a separate document. Are you interested in further discussion?" Two. "You misunderstood suggestion. I see what you're getting at but try relating this concept to the examples from the course material. I'm happy to help you if you need further clarification." Three. "Read the literature again." Suggestion: "Your interpretation is interesting. I suggest you reread pages 25 to 28 where the concept is explained in more detail. Feel free to contact me if you need more help." Second example. "Interesting observation. Can you link this to a specific article or source you read?" Third example. "Thanks for the ideas. I agree that a better forum structure would help. Does anyone have any suggestions for improvement?" Fourth example. "Your case study is excellent. Have you considered how the results might differ in an online environment?" Feedback should not be an afterthought. It must be an integral part of the course design plan, when and how you will provide it, and in what format? Prepare templates, test tools, and communicate with students about what they can expect. This approach saves time for both you and your students. Most importantly, this demonstrates that the goal is development, not just grading. When feedback becomes an expected part of the learning cycle, students begin to seek, use, and value it, and you become not just an evaluator, but a true guide in the learning process.