Formative computer-based feedback in the university classroom: Specific concept maps scaffold students' writing |
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| Affiliation: | 1. Department of Educational Science, University of Freiburg, Germany;2. Leibniz-Institut für Wissensmedien, Tübingen, Germany;3. Department of Psychology, University of Tübingen, Germany;1. University of Oklahoma, USA;2. American Institutes for Research, USA;3. Weber State University, USA;4. Human Resources Research Organization, USA;5. University of New Hampshire, USA;6. University of California Santa Barbara, USA;1. Faculdade de Motricidade Humana, Universidade de Lisboa, 1495-688 Cruz Quebrada, Lisbon, Portugal;2. Hellenic Open University, Praxitelous 23, 10562 Athens, Greece;3. Department of Electrical and Computer Engineering, Aristotle University of Thessaloniki, GR-54124 Thessaloniki, Greece;4. Department of Electrical and Computer Engineering, Khalifa University, PO BOX 127788, Abu Dhabi, United Arab Emirates;1. Department of Research Methodology, Measurement and Data Analysis, Faculty of Behavioral Science, Management and Social Sciences, University of Twente, 7500 AE, Enschede, The Netherlands;2. ELAN, Institute for Teacher Professionalization and School Development, Faculty of Behavioral, Management and Social Sciences, University of Twente, 7500 AE, Enschede, The Netherlands |
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| Abstract: | Formative feedback can be regarded as a crucial scaffold for students' writing cohesive texts. However, especially in large lectures students rarely receive feedback on their writing product. Thus, computer-based feedback could be an alternative to provide formative feedback to students. However, it is less clear, how computer-based feedback should be designed to help students writing cohesive texts. For that purpose, we implemented three different computer-based feedback methods within an authentic large lecture class. We investigated effects of the format (outline versus concept map) and the specificity (specific versus general) of the feedback on students' perceived difficulty and the generation of cohesive texts. We found that specific concept map feedback was perceived as less difficult as compared to the general feedback or the specific outline feedback. Additionally, students who received specific feedback wrote explanatory texts that were more cohesive as compared to students with the general feedback. However, the format of the feedback (concept map versus outline) did not account for improvements of cohesion. Evidently, specific concept map feedback can be regarded as an efficient scaffold to provide cohesive explanations. |
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| Keywords: | Computer-based feedback Writing Cohesion Concept maps |
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