Feedback

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In a similar way, always guiding students by firstly stating the criteria to be addressed then helping them along by **giving feedback on good points so far** but asking questions in e.g. a forum (like our moderating exercise) that specifically directs them to the outcome you want them to reach. Ultimately letting students know at the beginning that feedback will be given on how they addressed each of the criteria provided. || Email Wiki Reflection diary or blog. Forums Adobe Connect where appropriate Phone if need be || As the above participants have already stated – promptly. I agree with Simone, if you state that you will respond to e.g. emails within x amount of time, then you must do so to maintain the respect of your class. || I don’t see a lot of issue with this form of feedback so long as the facilitator keeps consistent. So the difficulty is making sure as the facilitator, you keep to your “routine” to keep the students in their routine. That is, a learnable routine for the students to follow; read criteria / sample, do task, get feedback via this way and that at x amount of time after finishing. Move on to next task.. (Oh if life were so simple with no other variables....) ||
 * **Your name** || **What forms of feedback should be given to elearners?** || **How should it be given?** || **When should it be given?** || **What are the issues with this form of feedback?** ||
 * Alicia || feedback needs to be provided as promptly and regularly as possible..even just a quick contact email to the group on a regular day/timeslot could make the students feel that the facilitator is keeping track of the group and is available to them. || can be given as part of the 'marking' process, email contact, responses on forums etc...or if the students also attend 'face to face;this provides a good opportunity to discuss/ answer questions or just motivate. || as promptly as possible and regularly...eg resond to emails from students ASAP...and perhaps before, during and after tasks, just as you would in a 'face to face' session. || obviously there can be time delays in response to emails, it is not immediate and does not allow for response and immediate clarification from the students...it is less personal and does not allow you to 'read' body language and guage how the feedback has been received. ||
 * melinda || Feedback should be genuine and not generic as that can appear routine and inpersonal. Suggestions would acknowledge the students efforts and demonstrate interest and concern. || Through email, phone, sms whatever the preferred communication channels are. || Feedback can be difficult with large groups it should be soon enough after the correspondence to show interest. || Face to face students receive it continually through non verbal and verbal means which is more difficult online. We are not available all the time and neither are the students which could cause difficulties. ||
 * simone || Feedback on their participation and competency in using the technology and suggestions as to how they could improve. Acknowlegement of their learning with content, improvements, suggestions. || All of the above, choose a medium that is appropriate to what needs to be communicated. For eg if a student hasnt handed in tasks it may be best to phone them and discuss this with them. Acknowledgement of good work can be put on the marking guide when a task has been marked or through an email. || In a timely manner, eg. if you have set the expectation with your learners you will respond to their emails withing 48 hrs then you should do so otherwise a response 7 days later has possibly lost the meaning and their confidence in you as their facilitator. || Time delays between students checking emails to our responses and visa versa. Real time is lost and often the feedback is then not as meaningful ||
 * Helen || I like the idea of showing e-learners a sample of what is expected of them so they know the standard required. Then when **giving feedback you can refer to the sample** that has “set the bar” to constructively comment on their efforts.
 * Ann || If possible, synchronous delivery assists with real time feedback. This is able to occur with virtual worlds as the students are participating in real time. Issues and questions are handled as they occur. || Feedback occurred via voice (skype); inworld chat; personal Instant Messaging & email. || Immediately if possible, otherwise – as soon as practicable || Students found that having their teacher as a “friend” inworld and on skype could sometimes be an invasion they were not expecting. Logged into skype when they should have been in class ….. ;) ||
 * Cara || Feedback should be given to students in an appropriate manner. It must be meaningful, contexualised and wherever possible the feedback must be personalised for each Individualised. The feedback must be constructive and should be a mutal process. || Feedback should be given in any of the above mentioned forms. Feedback must personalised though, especially for online learners, it should invlove the student and be constructive || Everyone has already covered when should be given. Depending on what online medium you are using, will depend on how and when the feedback is given. But it should be done immediately if possible or at least in a timely manner. || Again all of the above, but I think online feedback can be a problem in terms of not being able to read body language and facial expressions. Sometimes the meaning of something is lost when written, and therefore careful consideration should be taken when deciding the type and forms of feedback that you will use in the online environment ||