NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ978846
Record Type: Journal
Publication Date: 2012-Apr
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2211-1662
Effects of Feedback in an Online Algebra Intervention
Bokhove, Christian; Drijvers, Paul
Technology, Knowledge and Learning, v17 n1-2 p43-59 Apr 2012
The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra. Three feedback principles guided the intervention: timing and fading, crises, and feedback variation. The intervention aims at improving algebraic expertise and is deployed in fifteen grade 12 mathematics classes in nine secondary schools. Results show that the use of feedback timing and fading, the creation of crises and feedback variation facilitates the acquisition of algebraic expertise, and that relevant feedback fosters algebra learning by decreasing the number of attempts needed for a task while improving the scores. We conclude there is potential in applying these design principles in an online algebra education design.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 12; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A