College students act on their professors' feedback less often and less completely than their professors would like. The problem this study addressed is that the relative predictive value of factors concerning graduate students in online courses acting on their professors' feedback is unknown. By focusing on graduate students in asynchronous, online courses, the study reduces the number of factors that may influence or predict the degree to which students act on their professors' feedback. The study utilized self-reported data from online doctoral students in business and psychology (n = 181), focusing on feedback received during the academic quarter applicable to a final paper or project. Multiple-regression/correlation analysis of nine predictor variables showed that all were predictive of the degree to which students act on their professors' feedback. The study utilized a hierarchical regression model in which the nine predictor variables were organized into three categories: practical considerations, cognitive-emotional factors, and perceptions of feedback.
|Commitee:||CIANI, KEITH, MALPASS, JOHN, TRUNK, BARRY|
|Department:||Harold Abel School of Social and Behavioral Sciences|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology, Higher education|
|Keywords:||Distance education, Feedback, Graduate students, Multiple regression, Online course|
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