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|Title:||Feedback forms employed in online courses at Tabor Adelaide||Contributor(s):||Tuovinen, Juhani E (author); Ngu, Bing (author); Tucker, Frank (author)||Publication Date:||2009||Handle Link:||https://hdl.handle.net/1959.11/12191||Abstract:||The forms of feedback employed in online education are a significant aspect of the instructional design of online subject offerings. At Tabor Adelaide, a private multi-denominational Higher Education and VET education provider, the feedback aspects of this year's online subject offerings were investigated. In this research project the feedback embedded in online subjects was examined on the basis of principled, empirically-based research findings. Based on the best principles of educational feedback derived in a major recent review of formative educational feedback research (Shute, 2008) a set of feedback questions pertinent to online education were generated and used as a basis for examining the feedback embedded in all the semester one online subject offerings at Tabor Adelaide.||Publication Type:||Conference Publication||Conference Name:||Feedback and Flexible Learning: 4th ERGA Conference, 24th - 25th September, 2009, Adelaide, Australia||Source of Publication:||4th Education Research Group of Adelaide (ERGA) Conference Timetable & Abstracts, p. 52-52||Publisher:||University of Adelaide||Place of Publication:||Adelaide, Australia||Field of Research (FOR):||130202 Curriculum and Pedagogy Theory and Development||HERDC Category Description:||E3 Extract of Scholarly Conference Publication||Other Links:||https://www.adelaide.edu.au/herga/conference/2009/||Statistics to Oct 2018:||Visitors: 242
|Appears in Collections:||Conference Publication|
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