Providing Formative Feedback to Maximize Student Satisfaction and Learning in Online Courses

By Yuliang Liu.

Published by The International Journal of the Humanities

Format	Price
Article: Print	$US10.00
Article: Electronic	$US5.00

Learner satisfaction and learning is currently a significant topic in online instruction and learning. According to Blignaut and Trollip (2003), there are six types of response for the online instructors providing formative feedback in online courses. These six response types include: Administrative, Affective, Other, Corrective, Informative, and Socratic. The first three types involve no academic content while the last three types are related to academic content in the online course. Each type serves a different purpose for online instruction and learning. This study is designed to validate how the author’s use of these six response types for providing formative feedback affected learner satisfaction and online learning in an online graduate class at a midwestern university in the United States in the fall semester of 2008. Results indicated that all six response types are required to ensure maximum online learner satisfaction and effective online learning although each has its different instructional focus. The findings have implications for other online courses in different subjects in the future.

Keywords:	Online Formative Feedback

International Journal of the Humanities, Volume 7, Issue 4, pp.41-52. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.177MB).

Yuliang Liu

Associate Professor, Instructional Technology Program, Department of Educational Leadership, Southern Illinois University Edwardsville, Edwardsville, IL, USA

Dr. Yuliang Liu is an Associate Professor and Graduate Program Director of Instructional Technology in the Department of Educational Leadership at Southern Illinois University Edwardsville (SIUE) in the United States. At SIUE, he teaches a variety of courses, including distance education, instructional systems design, instructional development, computers in education, multimedia, research methods in education, as well as educational psychology. He has recently been very active and productive in research areas including technology integration, distance education, online instruction, multimedia, and research methodology. His recent publications, presentations, and externally funded grant activities have made international impact on his field. In May 2006, he was invited to speak on elearning and online instruction at the Chinese University of Hong Kong (Hong Kong) and South China Normal University in Guangdong, P. R. China. His primary consulting areas are: quantitative research design, statistics, online course design and delivery, and technology integration across the curriculum.

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