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Timing of formative feedback in a virtual learning environment from an E-tutors perspective

dc.contributor.authorSteinke, Hannah
dc.contributor.authorSchmidt, Sebastian
dc.contributor.authorAltmann, Mattis
dc.date.accessioned2024-02-26T06:55:04Z
dc.date.available2024-02-26T06:55:04Z
dc.date.issued2022
dc.description.abstractOne of the most important learning activities of a student at the university are collaborative activities which have a positive effect on the learning skills of students. In the last decades and especially in the last years due to the COVID-19 pandemic, there has been a huge increase in offers to learn in virtual environments. This increase led to the need for professional pedagogical support within the unique environment, which can be addressed by E-tutors. This learning facilitation role becomes increasingly important. Nevertheless, the number of concrete recommendations when interventions are needed is rare. The aim of this study is to fill the gap in the literature when the E-tutor needs to give feedback to students in higher education. The results are derived from a systematic literature review and a qualitative content analysis. The findings indicate that feedback needs to be given in a close timeframe, at best within the first two hours after a question arises.en
dc.identifier.urihttps://dl.gi.de/handle/20.500.12116/43708
dc.language.isoen
dc.pubPlaceDresden
dc.publisherTUDpress - Verlag der Wissenschaften
dc.relation.ispartofWorkshop Gemeinschaften in Neuen Medien (GeNeMe) 2022
dc.subjectvirtuelle Lernumgebung
dc.subjectFeedback
dc.subjectkollaborative Aktivitäten
dc.titleTiming of formative feedback in a virtual learning environment from an E-tutors perspectiveen
dc.typeText/Conference Paper

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