• Erin Crisp

Defining the Learner Feedback Experience

A surge in the proliferation of educational technology tools and models means that postsecondary learners and instructional designers have more options than ever before. Selecting the most appropriate tool for a given learner-centered instructional situation is challenging. The construct of feedback is central to an effective learner-centered instructional design. The present summary of the research on feedback in learner-centered instructional design models provides a rationale for the value of defining the dimensions of a high-quality learner feedback experience. Six dimensions of feedback are proposed; namely, timeliness, frequency, distribution, source, individualization, and content. Key questions posed include whether an analysis of the learner's feedback experience is a better proxy for measuring the quality in postsecondary online learning than grades, satisfaction, or regular and substantive contact.


Crisp, E., & Bonk, C. J. (2018, November). Defining the Learner Feedback Experience in Learner-centered Instruction. TechTrends, 62(6), 585-593. DOI 10.1007/s11528-018-0264-y.

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