During the COVID-19 pandemic, higher education institutions have been faced with a rapid shift to remote digital learning across courses. The resultant proliferation of online learning in traditional, hybrid, and distance higher education courses has enhanced the possibilities for technology-supported student-centered learning design. The prominence of feedback in student-centered teaching could be argued in two ways: (1) instructed learning is based on interaction and communication in which the teacher provides personalized information to students about their progress and (2) feedback is oriented towards students’ improvements, which in turn guides student engagement. Therefore, feedback addressing students’ personal needs integrates multiple dimensions and profoundly influences learning. In response to J. Borup, R. E. West, and R. Thomas (2015)’s article The Impact of Text Versus Video Communication on Instructor Feedback in Blended Courses we discusses the efforts to prepare higher education for online learning. During the pandemic, teachers rapidly faced requirements for providing feedback to students remotely and performing all teaching roles online. The authors in this section build a strong argument that feedback with a supportive function is essential in a time when students and teacher are working remotely. They argued for personalized learning requiring feedback at different points of the learning process that utilizes a range of feedback functions and forms and, most of all, employs contextualization and a situated approach.
相似文献While online learning resources are proliferating in all education delivery modes, from traditional classes to distance learning, institutions may have not recognized their potential for addressing diverse student populations, providing them online with learning experiences according to their individual needs. If teachers embrace online learning and customize their approaches to make online resources accessible to students, the interactive and collaborative nature of online learning may help reduce the lack of interaction in large classes and isolation in distance education. Research reports the need to examine the accessibility of online learning through the lenses of the digital divide dependence on factors related to physical access, skills and motivational factors. The circumstances of the pandemic have revealed inequality in access to education caused by access to technology and online delivery in which teaching approaches may not necessarily address the student voice with appreciation of their culture. Discussion address Kuo and Belland (Educ Technol Res Dev 64:661–680, 2016) article which reports experiences of minority students (e. g., African-American) in continuing education indicating that there has been little study of minority students' use of online learning resources. Authentic learning is highlighted by critical pedagogy as a means of engaging students in real-life problems and giving meaning to their real-life contexts as sources of learning and among which digital spaces play a prominent role in students’ meaning-making.
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