Document Type
Article
Publication Date
1-1-2018
Originally Published In
International Journal of Teaching and Learning in Higher Education
Volume Number
30
Issue Number
2
Page Numbers
195-206
Downloads before May 2022
33
Abstract
Misalignment between student preferences and instructor practices regarding writing feedback may impede student learning. This sequential explanatory mixed-methods study addressed postsecondary online students’ preferences and the reasons for their preferences. A survey was used to collect 93 responses from postsecondary students attending a large private online university; data collection included interviews with a subsample of 4 participants. Findings indicated students preferred proximal, detailed, supportive feedback to enhance their writing skills and to understand deductions assessed by instructors. Findings may increase instructor awareness of students’ preferences and enhance collaboration in the feedback process to promote writing skill development and improve academic outcomes.
