10 Key Criteria to Manage and Sustain e-Feedback in Written Assignments

Teresa Guasch
Universitat Oberta de Catalunya, Spain

Anna Espasa
Universitat Oberta de Catalunya, Spain

Rosa M. Mayordomo
Universitat Oberta de Catalunya, Spain


This paper proposal contributes research evidence to help unravel how to sustain and maintain online formative feedback in online learning environments from a dialogical perspective (Nicol, 2010; Beaumont, O’Doherty & Shannon, 2011; Carless, 2013). Feedback is not a static action of providing support to the learner in one direction; on the contrary, it is a complex process that includes how the feedback is received and utilised by the learner. Following Dysthe, Lillejord, Vines and Wason (2010), feedback is defined as a loop which includes the process of giving or delivering feedback (by teachers and/or peers), processing it and implementing it in an improved product. This paper will present different strategies focused on feedback when developing written assignments. It will suggest how to design, deliver and provide feedback to learners in online learning environments in order for feedback to become an effective support which contributes to implement changes into the final texts and consequently to students’ learning.

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