2.50
Hdl Handle:
http://hdl.handle.net/10755/160018
Type:
Presentation
Title:
Online Course Feedback to Students: Model Development
Abstract:
Online Course Feedback to Students: Model Development
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Bonnel, Wanda, PhD, ARNP, RN
P.I. Institution Name:University of Kansas
Title:Associate Professor
Contact Address:School of Nursing, 3901 Rainbow Blvd- Mailstop 4043, Kansas City, KS, 66160, USA
Contact Telephone:913-588-3363
Co-Authors:Charlene Ludwig, MS, ARNP, RN, Research Assistant and Janice Smith, BSN, RN, Research Assistant
Prompt feedback to online students has been described as one of seven core principles for best teaching practice. Both students and faculty have investment in online course feedback. Student concerns, including procrastination and even course abandonment have been noted; major faculty time and cost implications exist. The question becomes, what exactly is meant by feedback in online courses? The purpose of this study was to generate a model for testing specific to the concept of online course feedback. Subjects/ Methods: A hybrid model of concept analysis, informed by review of diverse literature and qualitative descriptive student surveys, was completed to generate a model depicting online course feedback. Masters and BSN completion students taking online courses (N=72) responded to open-ended survey questions seeking their perceptions of online course feedback. Focus group follow-up was done. Content analysis using N6 software for coding and data retrieval was completed. Final codes were generated and defined to identify the range of themes to inform the Online Course Feedback model. Methods for scientific rigor included data triangulation, coding checks, and consultant review. Results: Specific antecedents, defining criteria, and outcomes for the Online Course Feedback model are shared. Pilot data suggests students recognize and value selected feedback approaches and feedback substance that encourages, recognizes, provides guidance, reports progress, and addresses further goal setting. Conclusions/ Implications include course design considerations (designing assignments with "fit" for good feedback, building diverse feedback modes into courses) and teaching strategies (teaching students feedback expectations and feedback seeking behaviors). This pilot study provides a model for further testing. *This project was supported by funds from the National League for Nursing ôSmall Grantsö program.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleOnline Course Feedback to Students: Model Developmenten_GB
dc.identifier.urihttp://hdl.handle.net/10755/160018-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Online Course Feedback to Students: Model Development</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bonnel, Wanda, PhD, ARNP, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Kansas</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 3901 Rainbow Blvd- Mailstop 4043, Kansas City, KS, 66160, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">913-588-3363</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">wbonnel@kumc.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Charlene Ludwig, MS, ARNP, RN, Research Assistant and Janice Smith, BSN, RN, Research Assistant</td></tr><tr><td colspan="2" class="item-abstract">Prompt feedback to online students has been described as one of seven core principles for best teaching practice. Both students and faculty have investment in online course feedback. Student concerns, including procrastination and even course abandonment have been noted; major faculty time and cost implications exist. The question becomes, what exactly is meant by feedback in online courses? The purpose of this study was to generate a model for testing specific to the concept of online course feedback. Subjects/ Methods: A hybrid model of concept analysis, informed by review of diverse literature and qualitative descriptive student surveys, was completed to generate a model depicting online course feedback. Masters and BSN completion students taking online courses (N=72) responded to open-ended survey questions seeking their perceptions of online course feedback. Focus group follow-up was done. Content analysis using N6 software for coding and data retrieval was completed. Final codes were generated and defined to identify the range of themes to inform the Online Course Feedback model. Methods for scientific rigor included data triangulation, coding checks, and consultant review. Results: Specific antecedents, defining criteria, and outcomes for the Online Course Feedback model are shared. Pilot data suggests students recognize and value selected feedback approaches and feedback substance that encourages, recognizes, provides guidance, reports progress, and addresses further goal setting. Conclusions/ Implications include course design considerations (designing assignments with &quot;fit&quot; for good feedback, building diverse feedback modes into courses) and teaching strategies (teaching students feedback expectations and feedback seeking behaviors). This pilot study provides a model for further testing. *This project was supported by funds from the National League for Nursing &ocirc;Small Grants&ouml; program. <br/></td></tr></table>en_GB
dc.date.available2011-10-26T22:32:57Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:32:57Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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