This two-article dissertation summarizes the end-of-course survey and formative feedback literatures, as well as proposes actionability as a useful construct in the analysis of feedback from students captured in real-time during their courses. The present inquiry grew out of my work as the founder of DropThought Education, a Division of DropThought. DropThought Education was a student feedback system that helped instructional designers, instructors, and educational systems to use feedback from students to improve learning and student experience. To find out whether the DropThought style of feedback was more effective than other forms of capturing and analyzing student feedback, I needed to (1) examine the formative feedback literature and (2) test DropThought style feedback against traditional feedback forms. The method and theory proposed demonstrates that feedback from students can be specific and actionable when captured in the moment at students’ activity level, in their own words. Application of the real-time feedback approach are relevant to practitioners and researchers alike, whether an instructor looking to improve her class activities, or a learning scientist carrying out interventionist, design-based research.
|Advisor:||West, Richard E.|
|Commitee:||Graham, Charles R., Hickey, Daniel T., Larsen, Ross, Yanchar, Stephen C.|
|School:||Brigham Young University|
|Department:||Instructional Psychology and Technology|
|School Location:||United States -- Utah|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology|
|Keywords:||Dropthought, End-of-course feedback, Formative feedback, Hierarchical generalized linear model, Real-time feedback, Text classification|
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