分级(工程)
文字处理
心理学
多媒体
质量(理念)
数学教育
计算机科学
同行反馈
计算机辅助教学
软件
非正面反馈
自然语言处理
认识论
物理
工程类
哲学
土木工程
电压
程序设计语言
量子力学
作者
William F. Johnson,Mark A. Stellmack,Abigail L. Barthel
标识
DOI:10.1177/0098628318816131
摘要
Electronic feedback given via word-processing software (e.g., track changes in Microsoft Word) allows for a simple way to provide feedback to students during the drafting process. Research has mostly focused on student attitudes toward electronic feedback, with little investigation of how feedback format might affect the quality of instructor comments. In this study, we experimentally manipulated the feedback format, either electronic or handwritten, used by instructors grading papers in an introductory research methods course. Among the effects observed, instructors using electronic feedback provided longer comments, were less likely to rewrite student passages and were more likely to offer general observations about the writing. Students whose papers were graded using electronic feedback also showed greater improvement on subsequent drafts.
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