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FrancoAngeli Journals

Articles/Articoli

Vol. 12 No. 2 (2021): Evaluation, feedback, equity: a challenge in education

Teacher feedback and peer reviewing on research design assignments: Empirical evidence from an online experimental pedagogy course

DOI
https://doi.org/10.3280/ess2-2021oa12406
Submitted
agosto 30, 2021
Published
2021-12-21

Abstract

The research aims to identify the types of feedback that are particularly appreciated by students in supporting online university courses focused on the application of knowledge in design tasks, relate them to some cognitive dimensions of learning. The study, based on the quantitative analysis of data from a questionnaire administered to a group of students and on the assessments given to them at different stages of the course, also verifies, within a quasi-experimental design, any differences between those who worked in groups and those who worked individually and presents the results of a correlational analysis between the perceived usefulness of the various types of feedback investigated and the rate of class attendance.

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