Understanding Instructor Immediacy,Credibility, and Facework Strategies Through a Qualitative Analysis of Written Instructor Feedback |
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| Authors: | Elizabeth E Gardner Lindsey B Anderson Andrew D Wolvin |
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| Institution: | 1. Department of Communication, University of Maryland. E-mail: egardner@umd.edu.;2. Department of Communication, University of Maryland, 2130 Skinner Building, College Park, MD 20742. E-mail: lbander@umd.edu.;3. Department of Communication, University of Maryland. E-mail: awolvin@umd.edu. |
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| Abstract: | Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course. |
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| Keywords: | Credibility Facework Immediacy Qualitative Method’ Written Feedback |
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