Student Perceptions on the Utilization of Formative Feedback in the Online Environment

Colleen Halupa and Doris U. Bolliger
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Colleen Halupa: Department of Graduate and Professional Studies, A. T. Still University, Kirksville, MO, USA
Doris U. Bolliger: Department of Professional Studies, College of Education, University of Wyoming, Laramie, WY, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2013, vol. 3, issue 2, 59-76

Abstract: This article addresses instructors’ formative feedback to graduate student writing. The authors investigated the utilization of a formative feedback option in online master and doctoral degree programs in health education and administration. Two hundred and five graduate students at a small private university in the Midwest in various health programs completed an online questionnaire focusing on student perceptions of the use of formative feedback including preferences, utilization, usefulness, and barriers. The first part of the survey was completed by all respondents; the second part of the questionnaire was directed at formative feedback users only. Over seventy three percent of respondents utilized the feedback option and most individuals valued the feedback. Results highlighted differences of learner perceptions and preferences. Participants offered a number of barriers and reasons for non-use; however, students who did not utilize the option were either satisfied with their performance or were unable to meet deadlines set by instructors.

Date: 2013
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