Students' estimate of various feedback formats about academic achievements in the conditions of "online" and "offline" learning

Abstract

In the current study we examined the features of students’ perception of the various formats of feedback on their academic performance depending on the context (online/offline). Theoretical models, which take into account the students' interpretation of feedback from the teacher were found to be the strongest. The study results are as follows: 1) students who positively estimated feedback were more successful in mastering the course "Psychology of Communication"; 2) in case of remote studying, the text feedback was more preferred compared to the video format; 3) in case of face-to-face education, the verbal format of feedback was more preferable compared to the text format. The differences in feedback ratings of different formats in "online" and "offline" conditions were found to derive from the combination of strategies for processing teacher's messages (systematic and heuristic). Our results are in favor of constructivist feedback models which state that feedback from teachers is actively rethought which results in objective educational achievements. In sum, the perception of the feedback format was found to depend on the context of a particular learning mode. In this regard, understanding the mechanisms of feedback effects seems to be possible only within the specific context.