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Journal Issue
Volume 8 Issue 2, ECEL 2009 / Mar 2010  pp51‑208

Editor: Shirley Williams, Florin Salajan

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Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context  pp51‑62

Yongmei Bentley, Anjali Shegunshi, Mike Scannell

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The VLE as a Trojan Mouse: Policy, Politics and Pragmatism  pp63‑72

Mark Brown, Shelley Paewai, Gordon Suddaby

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Exploring the Current Theoretical Background About Adoption Until Institutionalization of Online Education in Universities: Needs for Further Research  pp73‑84

Ines Casanovas

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Interventions for Second‑Order Change in Higher Education: Challenges and Barriers  pp85‑92

Sebastian Fiedler, Terje Väljataga

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The Lecture is Dead Long Live the e‑Lecture  pp93‑100

Duncan Folley

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A Framework for Supporting Postsecondary Learners with Psychiatric Disabilities in Online Environments  pp101‑110

Scott Grabinger

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Enhancing the Impact of Formative Feedback on Student Learning Through an Online Feedback System  pp111‑122

Thanos Hatziapostolou, Iraklis Paraskakis

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Abstract

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation and difficulty in relating to and reflecting on the feedback comments. In this paper we present Online FEdback System (OFES), an e‑learning tool that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and to strengthen the quality of feedback through the way feedback is communicated to the students. We propose that an effective feedback communication mechanism should be integrated into a student's online learning space and it is anticipated that this provision will motivate students to engage with feedback. Empirical evidence suggests that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by extending its functionality and integrating it into a an open source learning management system. 

 

Keywords: formative feedback, online feedback, student engagement, student motivation

 

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Wiki Tools in the Preparation and Support of e‑Learning Courses  pp123‑132

Antonin Jancarik, Katerina Jancarikova

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Building the Future Students' Blended Learning Experiences from Current Research Findings  pp133‑140

Amanda Jefferies, Ruth Hyde

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Multiple Criteria Evaluation of Quality and Optimisation of e‑Learning System Components  pp141‑150

Eugenijus Kurilovas, Valentina Dagiene

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How do Students Measure Service Quality in e‑Learning? A Case Study Regarding an Internet‑based University  pp151‑160

María Martínez-Argüelles, José Castán

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Collaborative Language Learning for Professional Adults  pp161‑172

Linda Joy Mesh

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The Role of Essay Tests Assessment in e‑Learning: A Japanese Case Study  pp173‑178

Minoru Nakayama, Hiroh Yamamoto

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Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e‑Learning Environments  pp179‑190

John Stav, Kjetil Nielsen, Gabrielle Hansen-Nygård, Trond Thorseth

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Emergence Of The Most Knowledgeable Other (MKO): Social Network Analysis Of Chat And Bulletin Board Conversations In A CSCL System  pp191‑208

Sundararajan

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