| Feedback is an important aspect of interaction. It pertains directly to student learning by allowing learners to judge the quality of their performance. It is particularly important to provide timely and appropriate feedback to online learners because most exchanges within computer-mediated communication are in the form of text, from which social and visual cues may be absent. Therefore, text-based feedback is very important to learners, but little research has been done to determine what constitutes feedback and how it is provided, particularly within discussion-based dialogic classrooms.; This qualitative, interpretive study outlined the character, content, and forms of feedback in an online classroom. It was informed by symbolic interactionist theory in its explanations of power analyses and methods of discourse analysis in examining dynamics of written interaction in online classrooms. Data were gathered from asynchronous electronic exchanges among eight students and the teacher of an online graduate course. Qualitative analysis software was used to develop categories and code the data.; Results indicated that in addition to the written feedback that students received from teachers, students viewed peer responses as feedback, a nontraditional form of feedback that was evident within posted discussions. It was revealed that discussions that began with negotiatory questions resulted in more dialog than known information questions and evaluative followup moves ended conversations.; Traditional feedback consisting of procedural guidance, analytical guidance, support and motivation provided students information as to their progress---information that helped learners construct knowledge rather than merely provide evaluative information. Power analysis indicated that students believe they are more empowered in the role of a moderator rather than the role of discussion participant. Encouraging students to assume moderator roles, therefore, provided students with a critical apprenticeship in the genres of power within dialogic classroom settings. |
