Relative Effectiveness of Computer-Based and Human Feedback for Enhancing Student Learning

• Main Author: B. Jean Mandernach, PhD
• Format: Article
• Language: English
• Published: Journal of Educators Online 2005-01-01
• Series: Journal of Educators Online
• Online Access: https://www.thejeo.com/archive/archive/2005_21/mandernachfinalpdf
• ISSN: 1547-500X; 1547-500X

In an online learning environment, students are forced to rely on feedback to gauge the extent to which they have mastered course content and to enhance their knowledge of course material. There are two primary avenues for this type of feedback: interactions with online instructors and computer-based feedback automatically generated by online assessment programs. The purpose of this study is to examine the educational impact of presenting various levels of computer-based, online feedback (no-feedback, knowledge-of-response, knowledge-of-correct-response, topic-contingent, and response-contingent) either alone or paired with human interaction in an independent, mastery learning environment. Results indicate that student learning is enhanced by human interaction but is not influenced by the various types of computer-based feedback. Although the type of computer-based feedback does not impact student learning, students report distinct preferences for knowledge-of-response and response-contingent computer-based feedback. The results of this study reveal important implications for online instructors: 1) while the type of computer-based feedback may not significantly impact learning, students prefer feedback that is direct and clearly addresses the correctness of their response; and 2) instructors cannot rely on computer-based feedback alone to correct errors in student understanding as live interaction remains a critical element for student success in independent learning environments.