Distance Education and Feedbackby Andrew Fitzgerald and Elaine Bernal Hatziapostolou, T., and Paraskakis, I. (2010) “Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System” Electronic Journal of e-Learning 8(2), 111 - 122, Retrieved from Link to article
Research problem was how to make formative feedback more productive and efficient. The students in the sample population investigated were found to have challenges collecting formative feedback. Methods have been limited to emailing/written assessments. Methodology was to use a Learning Management System called Online Feedback System (OFES), and the results were that students had a positive perception of the OFES and used it more often for assessing their studies.
Nguyen, D. & Zhang Y. (2011) College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles. Journal of College Teaching & Learning, 8(12), 35-42
Using the Learning-Style Inventory of Smith & Kolb, researchers compare the attitudes of college students towards distance learning. Learning styles are divided into 4 categories; Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Learning can involve a combination of these 4 learning styles.
Converger - abstract conceptualization and active experimentation
Diverger - concrete experience and reflective experimentation
Assimilator - abstract conceptualization and reflective observation
Accommodator - concrete experience and reflective observation
The study investigated the effects of missing elements of the traditional classroom setting such as face-to-face communication and instant questions/responses. Overall the study found that the absence of face-to-face communication and the ability to answer instant questions had a negative effect amongst all learners. 31% of the participants learning from Concrete Experience and Reflective Observation, did not enjoy the experience as they needed the ability for instant questions and feedback.
Hatziapostolou, T., and Paraskakis, I. (2010) “Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System” Electronic Journal of e-Learning 8(2), 111 - 122, Retrieved from
Link to article
Research problem was how to make formative feedback more productive and efficient. The students in the sample population investigated were found to have challenges collecting formative feedback. Methods have been limited to emailing/written assessments. Methodology was to use a Learning Management System called Online Feedback System (OFES), and the results were that students had a positive perception of the OFES and used it more often for assessing their studies.
Nguyen, D. & Zhang Y. (2011) College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles. Journal of College Teaching & Learning, 8(12), 35-42
Link to Article
Using the Learning-Style Inventory of Smith & Kolb, researchers compare the attitudes of college students towards distance learning. Learning styles are divided into 4 categories; Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Learning can involve a combination of these 4 learning styles.
The study investigated the effects of missing elements of the traditional classroom setting such as face-to-face communication and instant questions/responses. Overall the study found that the absence of face-to-face communication and the ability to answer instant questions had a negative effect amongst all learners. 31% of the participants learning from Concrete Experience and Reflective Observation, did not enjoy the experience as they needed the ability for instant questions and feedback.