This is an outdated version published on 2017-12-24. Read the most recent version.
The effect of tutorial feedback type on the choice of feedback type in pre-service teachers’ development of learning objects
Main Article Content
Abstract
This study investigates the effect of feedback types presented in learning object (LO) development tutorials on the quality of pre-service teachers’ LOs and their choices of feedback types in authoring LOs. Results indicate that video feedback presented in the tutorials is the most effective feedback representation type, based on overall scores on the learning object review instrument and feedback quality of the LOs developed by the pre -service teachers. However, interaction between feedback types presented in the tutorial and pre -service teachers’ actual use of feedback in authoring LOs was not meaningful. The implications are discussed.
Keywords: Pre-service teacher, learning object, authoring, feedback type, feedback preferences.
Downloads
Download data is not yet available.
Article Details
How to Cite
Çeken, B., & Akpinar, Y. (2017). The effect of tutorial feedback type on the choice of feedback type in pre-service teachers’ development of learning objects. Global Journal of Information Technology: Emerging Technologies, 7(3), 71–85. https://doi.org/10.18844/gjit.v7i3.2829
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).