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Research suggests that providing corrective feedback for students is highly effective (0.8 effect size).* Here are suggested strategies for using feedback using MSU’s FREE software. A more detailed document explaining how to implement these strategies can be found here: https://tinyurl.com/y8tudxed
D2L: Leave audio feedback on Assignment files
This tool allows an instructor to leave spoken comments on items that have been submitted to the D2L Assignments tool. This can add a personalized feel to feedback.
Zoom: Offer virtual office hours
You can offer virtual office hours that can have up to 49 participants face-to-face online. Correct common misunderstandings of students from afar.
MediaSpace: Create a video summary of the 5 biggest mistakes in an assignment
On low-stakes assignments, looking over submissions of students and offering an overall summary of the most common mistakes can cut down on the time required to give feedback. Capturing this on MediaSpace allows you to offer it as a resource for the next course’s preparation for the assignment.
Microsoft 365: Require students to respond to inline comments
Sometimes students do not look or respond to feedback. To improve growth from feedback, you might require that students respond to inline document comments before getting credit on an assignment.
Google Docs: Set up peer review of an assignment before the final assignment is due
Giving students a rubric or guide for what they are looking for in an assignment and allowing them to apply it to another student’s submission can provide feedback for both students. Google Docs allows for easy sharing and commenting on documents, presentations, and spreadsheets.
All of these techniques can help to move a course from being very lecture-centered and passive for students to being more active and student-centered.
Reference:
*Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
