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Respond to both.
1. The evidence shows that postsecondary online students prefer specific, detailed feedback to improve their skills. This includes rubrics, tracked changes, and illustrative examples, as detailed feedback like this is crucial for their development (Gredler, 2018). A survey participant highlighted the importance of meaningful, instructive feedback, especially when addressing mistakes, adding a personal dimension to this preference. Students also favor proximal comments, where feedback is directly linked to specific sections, enhancing understanding and application (Gredler, 2018). This analysis faces the challenge of simplifying complex research while retaining its original meaning and considering potential biases to ensure a comprehensive view. Addressing biases involves questioning whether these preferences are universally representative or influenced by specific demographic or contextual factors.
Leadout: Research tells us that when it comes to learning and getting better at online college students really appreciate feedback that’s clear, specific, and helpful.
In constructing the lead-out, I considered how you ensure that your lead-out sentence effectively summarizes the key points while encouraging further reflection or action from the reader.
2. Undergraduate and graduate-level students prefer certain types of feedback rather than others. Depending on the instructor’s feedback, learning could be improved if the tone and content come off as supportive to students (Gredler, 2018). Researchers showed that postsecondary students prefer clear, concise, suggestive, non-directive comments with a balance between positive and negative comments (Gredler, 2018). Postsecondary students prefer clear, concise, suggestive, and positive comments rather than negative comments because such feedback is more encouraging and motivating. Positive feedback helps boost students’ confidence and encourages them to continue studying well. On the other hand, negative feedback can demotivate and discourage students, making them feel down about themselves and their abilities. Additionally, constructive criticism that is delivered in a supportive and non-directive manner can help students identify areas where they need to improve and provide them with specific suggestions for how to do so.
Lead Out Sentence: This approach helps students feel valued and supported, enhancing their learning experience and helping them achieve their academic goals.
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