Learner perceptions of the feedback process in the online component of a blended course

Abstract

Despite extensive research on feedback models, there is still sparse empirical evidence of their validity and application in higher education learning settings, whether online, hybrid, or face-to-face. Understanding how a feedback framework, integrated in the instructional cycle, is perceived by the learners can provide empirical support about its intended purpose and effectiveness. Recent reviews of research on student perceptions of feedback in different learning environments have revealed the need to research feedback as a process with the use of a more solid methodological approach. The aim of the present descriptive survey study is to investigate learners’ perceptions of an established feedback model, a Matrix of Feedback for Learning (Brooks et al., 2019), in the asynchronous online component of an undergraduate blended course. More specifically, the impact of its application on learners’ encounters with three types of feedback (feed-up, feed-back and feed-forward) and three levels of feedback (task, process and self-regulatory) is explored. A 36-item survey, previously piloted and preliminarily validated, was used to explore learners’ perceptions (N=135) of the three feedback types and levels. Approximately 68% of responses showed that students recognized feedback and the possibilities to use and act on feedback as helpful to their learning. This present survey supports a line of research on feedback model validation in online learning environments while offering meaningful insights from the learners that can inform both course design and interventions to support engagement with feedback.