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ERIC Number: EJ1199682
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0260-2938
The Art of Questioning in Online Learning Environments: The Potentialities of Feedback in Writing
Guasch, Teresa; Espasa, Anna; Martinez-Melo, Montserrat
Assessment & Evaluation in Higher Education, v44 n1 p111-123 2019
Research on feedback has focused more on generating feedback rather than on how students use it and implement it; that is, what type of cognitive, metacognitive or affective activity students engage in once they have received feedback. In order to visualize feedback use and implementation, a quasi-experimental study was carried out. Students were randomly assigned to four conditions, in respect of the type of feedback (corrective, epistemic-questioning, suggestive and epistemic + suggestive). This research provides evidence of how students use and implement feedback in online collaborative writing. Findings show that when students received epistemic + suggestive feedback, they engaged in more cognitive and metacognitive activities. With regard to implementation, students who received epistemic + suggestive feedback obtained better final marks. This study highlights the importance of metacognitive activities in online learning, as they play a key role in the implementation of feedback.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A