Content and Timing of Feedback in a Web-based Learning Environment: Effects on Learning as a function of prior knowledge

Marieke Smits, Jo Boon*, Dominique Sluijsmans, Tamara Van Gog

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    This study investigated the effectiveness of different types of feedback content (elaborate vs. global) and feedback timing (immediate vs. delayed) for learning about genetics in a webbased learning environment as a function of learners’ prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students’ perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments.
    Original languageEnglish
    Pages (from-to)183-193
    Number of pages11
    JournalInteractive LearnIng Environments
    Volume16
    Issue number2
    DOIs
    Publication statusPublished - 16 Jul 2008

    Keywords

    • Content of feedback
    • Timing of feedback
    • Learning
    • Prior knowledge

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