IUSB School of Education faculty publications

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Browsing IUSB School of Education faculty publications by Author "Chang, Ni"

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    Electronic Feedback or Handwritten Feedback: What Do Undergraduate Students Prefer and Why?
    (Journal of Teaching and Learning With Technology, 2012) Chang, Ni; Watson, Bruce; Bakerson, Michelle; Williams, Emily; McGoron, Frank; Spitzer, Bruce
    Giving feedback on students’ assignments is, by no means, new to faculty. Yet, when it comes to handwritten feedback delivered in person and typed feedback delivered electronically to students, faculty may not know what undergraduate students prefer and reasons behind their preferences. The present study explored which form of feedback, i.e., electronic or handwritten feedback, undergraduate students preferred and rationale behind their preferences. Two hundred fifty respondents completed an online survey, which consisted of three closed-ended questions and two open-ended questions. Nonparametric tests were used to analyze the quantitative data. Qualitative responses were read and analyzed by four researchers and six themes were identified. The qualitative data were rechecked against the six themes independently first and then collectively. Discrepancies were discussed before complete consensus was made. The study found that nearly 70% of the participants preferred e-feedback for its accessibility, timeliness, and legibility. Yet, with respect to the quality of feedback, the majority of handwritten supporters chose handwritten feedback, as they perceived this type of feedback as more personal. The article discusses the marked discrepancies between the two groups and ends with educational implications and suggestions for future research.
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    Students' View of Feedback on Electronic Assignments
    (Atlantis Press, 2019-05-13) Chang, Ni
    With the rapid development of technology, more and more universities put courses online. Electronic submissions become ordinary and seem largely reasonable choices. Yet, those instructors who employ blended approaches to interacting with students may also require students to submit their assignments electronically even though instructors and students meet on campus regularly as scheduled. Providing electronic feedback (e-feedback) by instructors becomes one of the central concerns in higher education. However, there is limited research in students’ views of e-feedback provided on submissions. This study, part of a large study, was intended to fill the void. All undergraduate students from a Midwestern university were surveyed regarding what they support: e-feedback and handwritten feedback and what their perceptions on efeedback based on the following five categories: accessibility, timeliness, legibility, quality and personal. Data were analyzed quantitatively and qualitatively. The results show that the majority of the respondents preferred e-feedback for accessibility, timeliness, and legibility. While there were not as many supporters as those for accessibility, timeliness, and legibility, the theme of quality was supported more than that of personal. In this article, addressed are also limitations, educational implications, and future research suggestions. Keywords: feedback, electronic feedback, instructors, student