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Effective Feedback Strategies in the Online Learning Environment by Mind Map: Effective Feedback Strategies in the
Online Learning Environment
0.0 stars - reviews range from 0 to 5

Effective Feedback Strategies in the Online Learning Environment

Reflective practices

Are a powerful learning agent

Work at the highest cognitive processes

Widen your frame of reference

Allowing transformative change

Create a state of anxiety and discomfort

Are difficult because

Complexity of teaching elements including, Institutional barriers, Shift from Positivist to constructivist teaching methods, Student learning styles, Diffentiated Instruction

Supported through

Learning tasks

Learning resources

Learning supports, Conative, Scaffolds, Social support

Guided Inquiry

Enables Life-long learning

Allows the Self-Directed Learner to frame problems

Aim of Feedback

Closes the gap between current and desired performance

Because it improves learning transfer

Supports Self-Reflection and Self-Directed Learning


Main source of formal feedback

Need awareness of strategies and tools to support effective online feedback

Important in providing feedback about

Learning progress

Identifying learning problems

Feedback function

Directive, About areas to fix

Facilitative, Comments and Suggestions that helps in learners revision, conceptualisation and reflection

Need to provide feedback that is

Importance of using online channels

Supports flexible delivery


Multiple niche tools, Discussion Boards, Feedback, Provide motivation by being positive and reinforcing, Feedforward, Share resources, Exemplars, Email, Preferred as supplement to face-to-face teaching, Audio recording, Preferred over textual, Provides NVC clues, Intonation, tone, pitch, Helps depth of understanding, Can be less time consuming to create, Video recording, Combining two channels of (audio and visual) information produces 'deep' learning, Easier to follow corrections, Feeling of close contact with teacher, In-line Document notes, Embedded feedback is preferred, Can combine more information/communication channels, Auto-marked Quizzes, Useful for simple tasks, Support learners need for, Flexibility, Increased regularity, Improved motivation, Synchronous aggregrators, Virtual Classrooms can combine all channels to create similar 'experience' to classroom, Tool can be selected to provide rich formative feedback

built on constructivist paradigm


Can be created in a safe 'sandpit'

Provide distance

Provide channels to MKO's

Components of effective feedback

Highlights good performance

Compares performance

Closes the gap

Supported through, Task, Process, Self-Regulation

Categories of feedback

Effective feedback moves between levels

Least effective for learning is centred on the person

Timing of feedback

Needs to be determined by

Level of difficulty

Objective of learning activity


Learner engaged in performing a learning activity

Innterruptive, distractive and demotivating to building frequency, Depending on judgement about, When, How, Level


Helps teacher provide


Accepted as promoting growth by



Geographic boundaries

Strengthens learners performance by

Opportunities, Timeliness of feedback, Learn about evaluation process, Removes dependence on single-source of judgement, Highlights alternative perspectives, tactics and strategies, Providing learning opportunities for the mentor

Online Challenges, students less likely to interact or engage, Lack of interaction can limit communication of complex ideas, Divide in computer skills can disadvantage some learners, Anxiety when giving or receiving feedback, Validity/Reliability, Less valued than teacher feedback

Solutions, Well designed assignments, Setting clear expectations through exemplars and ribrics, Student discussion of criteria, Qualitative feedback on strengths and weaknesses - rather than grades alone, Providing feedback on feedback, Global marks as opposed to many individual dimensions, Encouraging reinforcing feedback, avoiding didactic feedback

Debate of effectively implementing

Anonymity, Voice unbiased critiques

'Buddies', Inclusive, Accountability

Numbers, Large numbers not more accurate, +4 required, Small, increases responsibility of providing quality feedback, Reciprocity


Greater, Immediacy, Frequency, Volume

Less, Quality

Different types of feedback to experts, Teaching tone less effective, Reinforcing promoted growth, Early feedback in the process was more effective, Feedback dependent on type of student

Utilise Online feedback through

Online Portfolios

Conference track

Multi-modal texts

Teacher created feedback forms or anonymous survey tools

Peer research/resource sharing to promote collaboration and refine ideas

Peer editing

Need up-to-date ICT tools

Validity questionable because of inconsistent


Study groups, Age, Group size, Discipline

Criteria to interpret data