Using integrated technologies in online courses to provide effective and
meaningful feedback to students can leverage the unique affordances of
online courses to support student success.
A high-quality online course that mitigates the inherent constraints
and leverages the affordances of the online environment cannot be built
overnight, emphasiz Alex Rockey, Instructional Technology Instructor at Bakersfield College.
However, in times of crisis—whether it be snow in the
northeast or fires in the west—educators and students alike are
frequently asked to just continue learning online. With remote teaching
being used in emergency situations, proactively knowing how to teach and
learn online is more important than ever. Educators at all levels need
to have a sense of empirically based pedagogy to guide them when they
are called to teach online.
Whereas college and university educators are sometimes asked to
continue teaching remotely due to regional campus closures caused by
blizzards, hurricanes, or fires, educators across the world were tasked
with quickly switching to online teaching due to the global pandemic in
the spring of 2020. On March 11, 2020, the World Health Organization
designated the novel Coronavirus-2019 as a pandemic. In the days
following this announcement, private corporations and institutions
worked to mitigate the spread of this disease through the implementation
of remote work and remote learning. Within a week, higher education and
K–12 schools across the country announced the cancellation of in-person
classes. By March 19, forty-one states decided to close schools, and
43.9 million students across the United States were no longer attending
school in-person.1
In-person classes were to be replaced with online learning. For
colleges, universities, and K–12 schools alike, instructors had a week
at best to begin moving student learning online.
Feedback in Online Courses: Leveraging Affordances
In my role as an instructional designer at a four-year university and
a community college, I found myself and my team faced with helping
instructors rapidly move both their final exams and their spring courses
online. Across these two dimensions, we faced myriad obstacles for both
instructors and students as they moved to teaching and learning
remotely. For instructors, these obstacles included moving a course to a
learning management system (LMS) for the first time, using unfamiliar
technology to deliver synchronous remote lectures, or redesigning
in-person labs for online contexts. The obstacles that students faced
were heartbreaking and raised serious questions about digital
inequities. How were students supposed to finish their courses without a
computer that had a camera and audio through which they could
participate in newly remote class sessions? If students only had a
mobile device, how could they complete assignments that required a
computer?...
Implications for the Field of Online Education
Even before recent global moves to remote teaching due to the
pandemic, online education was a continually growing sector of higher
education at a time when enrollments in traditional higher education
institutions are declining. A majority of academic leaders in higher
education institutions see online education as crucial for an
institution's long-term success.7
At this moment, public institutions are integrating online education to
provide students opportunities to enroll in online courses (e.g.,
Brewing Science), online programs (e.g., Oregon State University Ecampus),
and online colleges (e.g., Calbright College, an online California
community college)...
Conclusion
In an online course, the impact of feedback can be heightened in that
it is often the only interaction between instructors and students. In
Brewing Science, student perceptions of feedback were relatively
consistent, both before and at the end of the quarter, but student
perceptions of interaction varied. Some research has shown that
instructor-student interactions can encourage satisfaction and success
of the overall course; however, other research shows that more
interaction in online courses actually decreased course completion
rates.12
Instructor-student interactions that mirror the synchronous nature of
interactions in face-to-face courses do not leverage the integrated
technologies in online courses that could incorporate meaningful
asynchronous instructor-student interactions. These asynchronous
interactions could support students who are poised to gain the most from
high-quality online courses due to family, work, personal, and
professional obligations that make success in a typical face-to-face
course particularly challenging.
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Source: EDUCAUSE Review