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 language | English |
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Pages (from-to) | 183-193 |
Number of pages | 11 |
Journal | Interactive LearnIng Environments |
Volume | 16 |
Issue number | 2 |
DOIs | |
Publication status | Published - 16 Jul 2008 |
Keywords
- Content of feedback
- Timing of feedback
- Learning
- Prior knowledge