The impact of feedback form on transactional distance and critical thinking skills in online discussions

The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study a...

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Bibliographic Details
Published inInnovations in education and teaching international Vol. 57; no. 1; pp. 119 - 130
Main Authors Karaoglan Yilmaz, Fatma Gizem, Yilmaz, Ramazan
Format Journal Article
LanguageEnglish
Published London Routledge 02.01.2020
Taylor & Francis Inc
Subjects
collaborative learning
Computer Mediated Communication
Cooperative Learning
Critical Thinking
critical thinking skills
Distance Education
Feedback (Response)
feedback form
Instructional Effectiveness
Online discussions
Preservice Teachers
transactional distance
Video Technology
Written Language
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Summary:The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments. The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS. When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions. This group was followed by the groups to whom image- and text-based feedback was given.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2019.1612265