Date of Award

Spring 3-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Sherry DeVore

Second Advisor

Dr. Lisa Christiansen

Third Advisor

Dr. Rebecca Bernard

Abstract

The focus of this study was to examine a high school online learning experience. This study used Hattie’s (2009, 2012, 2014) four levels of feedback to determine the most frequent levels of feedback provided to online learners. This study also determined if a correlation existed between students’ perceptions of the amounts and levels of feedback they received from their instructor and overall course satisfaction. The four overarching questions addressed in this study were as follows: What levels of feedback (task, process, self-regulation, personal) are an online teacher using when responding to student work? At what level are students satisfied with the quality and quantity of feedback they are receiving from their online teacher? At what level are students satisfied with the online course? What correlation exists between satisfaction with feedback quality and quantity and overall course satisfaction? This study yielded findings that most online teachers in this particular high school online learning program provided the lowest levels of feedback: level one (task) and level four (personal). This study also showed a positive correlation at a statistically significant level between students’ perceptions of the amount of feedback they receive and overall course satisfaction, as well as a positive correlation at a statistically significant level between students’ perceptions of the levels of feedback received and overall course satisfaction. This study revealed there was a stronger correlation between students’ perceptions of the amount of feedback they received and overall course satisfaction than the level of feedback they received. Overall, it was determined there is a need for continued professional development in the area of navigating between different feedback levels.

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