Dissertation/Thesis Abstract

Factors predicting online graduate students' responsiveness to feedback from their professors
by Breslin, Mary R., Ph.D., Capella University, 2012, 116; 3507573
Abstract (Summary)

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.

Indexing (document details)
Advisor: Glazer, Hilda
School: Capella University
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
Publication Number: 3507573
ISBN: 978-1-267-32900-4
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