• 영어어문교육
• /
• 제16권1호
• /
• pp.19-40
• /
• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• 한국멀티미디어학회논문지
• /
• 제21권11호
• /
• pp.1353-1361
• /
• 2018

With the availability of real-time educational data collection and analysis techniques, the education paradigm is shifting from educator-centric to data-driven lectures. However, most offline and online education frameworks collect students' feedback from question-answering data that can summarize their understanding but requires instructor's attention when students need additional help during lectures. This paper proposes a content restructure recommendation framework based on collected student feedback. We list the types of student feedback and implement a web-based framework that collects both implicit and explicit feedback for content restructuring. With a case study of four-week lectures with 50 students, we analyze the pattern of student feedback and quantitatively validate the effect of the proposed content restructuring measured by the level of student engagement.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제31권4호
• /
• pp.409-432
• /
• 2017

본 연구는 최근 과정 중심 평가의 중요성과 함께 주목 받고 있는 형성평가의 정착 및 운영을 위한 방안을 모색하고자 하였다. 그 방안의 하나로 설정한 학생 상호피드백을 통한 형성평가가 초등학교 4학년 학생들의 수학 학업 성취도와 수학적 태도에 미치는 영향을 살펴보았다. 본 연구를 진행하기 위해 동질성이 검증된 실험집단과 비교집단을 선정하여 실험집단에는 학생 상호피드백을 통한 형성평가를, 비교집단에는 본인 확인피드백을 통한 형성평가를 실시하였다. 그 결과, 학생 상호피드백을 통한 형성평가는 학생들의 수학 학업 성취도를 향상시키고, 학생 상호피드백을 통한 형성평가는 수학적 태도도 긍정적으로 변화시켰다. 이는 학생 상호피드백을 통한 형성평가가 초등학생들의 수학 학습에 있어서 인지적, 정의적 측면에 유의미한 영향을 미쳤다고 볼 수 있다.

• 한국임상약학회지
• /
• 제27권2호
• /
• pp.55-62
• /
• 2017

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.

• 제어로봇시스템학회논문지
• /
• 제20권8호
• /
• pp.815-821
• /
• 2014

In this paper, we propose a novel CALL (Computer-Assisted Language Learning) system, which is called POMY (POSTECH Immersive English Study). In our system, students can study English while talking to characters in a computer-generated virtual environment. POMY also supports haptic feedback, so students can study English in a more interesting manner. Haptic feedback is provided by two platforms, a haptic chair and a force-feedback device. The haptic chair, which is equipped with an array of vibrotactile actuators, delivers directional information to the student. The force-feedback device enables the student to feel the physical properties of an object. These haptic systems help the student better understand English conversations and focus on studying. We conducted a user experiment and its results showed that our haptic-enabled English study contributes to better learning of English.

• Journal of Mechanical Science and Technology
• /
• 제15권6호
• /
• pp.699-708
• /
• 2001

This paper presents a new approach to the AFR (Air-to-Fuel Ratio) control problem, which is based on the wide-band oxygen sensor output. The dedicated nonlinear controller is based on the feedback lineaization technique. It is well known that the feedback linearizing control technique requires an exact model of the plant for the cancellation of plant nonlinearities. A sliding mode control scheme is applied which can effectively compensate the modeling uncertainties. The measurement time delay of an oxygen sensor limits the gain of the feedback controller. Hence, time delay compensation procedure is necessary for the improvement of control performance. The Smith predictor is adopted to compensate the effects of time delay. The simulation and experimental results show that the proposed controllers can effectively reduce the transient peaks of AFR in spite of fast tip-in and tip-out maneuvers of the throttle.

• 한국멀티미디어학회논문지
• /
• 제22권8호
• /
• pp.940-949
• /
• 2019

Classroom response systems (CRS) have been proven to have positive educational effects on student engagement and participation by allowing immediate feedback to both students and instructors. We explore the use of a chatbot and slide widget-based CRS to overcome some of the challenges of existing mobile-based CRSs while retaining their advantages. Our system uses widely available instant messaging services and operates web-based slide widgets that can be seamlessly integrated into instructors' slides to visualize student feedback in various formats. The student survey results indicate that our system is as effective as conventional CRSs in promoting student engagement and participation.

• Educational Technology International
• /
• 제6권2호
• /
• pp.131-151
• /
• 2005

As student-centered learning grows, formative peer assessment practices have been universally used in various fields. According to the review of traditional peer assessment practices, the formative peer assessment has five common stages: planning, assessing (giving feedback), receiving feedback, reflection, and revising. As the each stage of traditional formative peer assessment has some weaknesses, the study discusses solutions that are recommended for dealing with the problems by introducing the potential benefits of web-based peer assessment. Then, desirable future trends of web-based peer assessment are suggested. The author hopes that understanding the potential benefits of web-based formative peer assessment will promote the proper use of peer assessment and render positive effect on student learning.

• 컴퓨터교육학회논문지
• /
• 제7권1호
• /
• pp.89-96
• /
• 2004

일반적으로 형성 평가는 교수-학습 활동이 진행 중에 투입되는 평가활동으로 학습 정보에 대한 피드백과 교정 및 교수 방법의 개선을 위한 평가이다. 본 논문에서는 형성평가에서 학습자 개인의 평가 결과에 따라 서로 다른 피드백을 제공하는 시스템을 제안한다. 이 시스템은 지식, 이해, 적용 등의 영역별 기준에 따라 제작된 문항을 통해 각 학습자를 평가하고 이 결과를 기반으로 구분된 학습자 유형에 따라 서로 다른 피드백을 개별 학습자에게 제공하며 학습자는 이를 통해 부족한 영역을 보완하게 된다. 교수자에게는 문항별 정답 비율뿐만 아니라 학생 개개인에게 제공되었던 피드백 내용도 알려주어 교수방법을 개선하도록 한다.

• 영어어문교육
• /
• 제18권1호
• /
• pp.45-68
• /
• 2012

This study aims to investigate the different opinions about feedback given to high level Middle School students about their writing.18 students in the Gifted Program participated in the study. They were divided into three groups through their presurvey answers according to their language learning opportunities and genders. Students language self-assessment was compared with achievement as well. Three times of students' written work were collected. They then received feedback from the teacher and their two peers respectively. With the teachers' and peers' feedback, they completed their final draft. The study then examines how much the students take feedback practically from the different feedback givers. Examples of formative and corrective feedback were arranged to find out the differences in the students practice when giving and taking feedback. These Gifted class students showed that they didn't care much about who gave them the feedback, instead they cared more about how much language competence they presumed the feedback giver had. Implications of the findings are discussed and future study is suggested.