RUME 26
2024
Omaha, Nebraska
An Analysis of Instructor Feedback
Page: 1489
Feedback is one of the more instructionally powerful and least understood features in instructional design (Cohen, 1985). Past studies offer inconsistent results on most features of feedback and little is known about how some of these factors benefit students’ interactions with feedback such as an instructor’s specific choices in the way their comments are phrased, the feedback’s potential intent, an instructor’s inclusion of praise, and the purposeful addition of questions that may allow students the insights to reconsider their initial response.