Overview

Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the feedback is a non-native English-speaking teacher or a native English-speaking teacher. Finally, the study discusses pedagogical implications and suggestions for instructors and designers in creating online learning environments as it relates to asynchronous online courses that include non-native English-speaking students. The students who participated in this study include non-native English-speaking students from a university in northern Siberia, Russia. An extended literature review of audio and text feedback in different learning environments is used to refer to the possible effectiveness of feedback expected in an online course. Feedback in Online Course for Non-Native English-Speaking Students provides empirical evidence that could assist online courses administrators in making appropriate assessment of non-native English-speaking students' online learning.

Full Product Details

Author:   Larisa Olesova
Publisher:   Cambridge Scholars Publishing
Imprint:   Cambridge Scholars Publishing
Edition:   Unabridged edition
Dimensions:   Width: 14.80cm , Height: 2.00cm , Length: 21.20cm
Weight:   0.363kg
ISBN:  

9781443842235

ISBN 10:   1443842230
Pages:   160
Publication Date:   31 January 2013
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Reviews

The author offers a highly readable, state-of-the-art manuscript about embedded audio feedback in asynchronous online postings. It showcases effective techniques to enhance higher-order learning. It also acknowledges how EFL students' level of language proficiency and instructors' language background can impact [on] the quality and best practices of computer-mediated communication. - Allen Quesada-Pacheco, PhD, Academic Coordinator, BA in English, Universidad de Costa Rica Feedback can be an important force in shaping student learning. This study explores and confirms the effectiveness of asynchronous formative audio feedback for students engaged in online discussions in academic coursework. Students responded positively to audio feedback, judging it to be both helpful and motivating, suggesting to teachers the applicability of incorporating audio feedback to overcome the shortcomings of text-based comments in both in-class and on-line learning, especially in encouraging higher-order thinking in language use. - Susan Spenser, MA, TESOL, ESL Instructor, Shoreline Community College; EFL Fellow, US Department of State 2009-2011

The author offers a highly readable, state-of-the-art manuscript about embedded audio feedback in asynchronous online postings. It showcases effective techniques to enhance higher-order learning. It also acknowledges how EFL students' level of language proficiency and instructors' language background can impact [on] the quality and best practices of computer-mediated communication. - Allen Quesada-Pacheco, PhD, Academic Coordinator, BA in English, Universidad de Costa Rica Feedback can be an important force in shaping student learning. This study explores and confirms the effectiveness of asynchronous formative audio feedback for students engaged in online discussions in academic coursework. Students responded positively to audio feedback, judging it to be both helpful and motivating, suggesting to teachers the applicability of incorporating audio feedback to overcome the shortcomings of text-based comments in both in-class and on-line learning, especially in encouraging higher-order thinking in language use. - Susan Spenser, MA, TESOL, ESL Instructor, Shoreline Community College; EFL Fellow, US Department of State 2009-2011

Author Information

Larisa Olesova, PhD, is an instructional designer specializing in distance education at George Mason University, and a faculty member in Yakutsk, Russia. She published her research on audio feedback in the Journal of Online Learning and Teaching and her work on cross-cultural online barriers in the Journal of Asynchronous Learning Networks in 2011.

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