Individualised and Written Feedback: Configuration and Functionality

Abstract

This paper aims to describe strategies used by lecturers in distance and online education to provide individualised and written feedback. Data consist of feedback statements written by lecturers in higher education. Using a mixed method approach, and anchored in theoretical principles of equivalence and transactional distance, the study suggests that feedback statements, be it negative, positive or mixed (with feed-forward), should contain elements such as: (1) a greeting or a vocative (it mobilises student’s attention), (2) evaluation (it provides clear information about student’s performance), (3) confirmation and praise, in the case of positive feedback (it rewards student’s effort, it raises his/her self-esteem, and it boosts his/her autonomy), (4) ideas of improvement and encouragement (this is the essence of the feedback, it describes and explains what is correct or incorrect, it proposes improvements and relevant strategies), (5) suggestion of material (it supports recommendations for improvement, it motivates the student and it helps him/her to focus on the learning activities) and (6) closing statement (it can motivate the student, increase his/her commitment to the task and, in some cases, allow him/her to plan). Giving feedback in distance and online education, therefore, requires socio-professional competence that enables lecturers to configure a feedback statement that minimises the effects of the distance between the student and the lecturer, and maximises the quality of the learning process.