A Study Of The Impact Of Multidimensional Feedback And Question And Answer Discussions In Online Teaching

Online education has grown dramatically in recent years,and while the number of users is growing,there are also many questions about the quality of online courses and the effectiveness of online teaching.How to deliver online teaching and design online courses to ensure student learning outcomes is a key concern.There has been a wealth of research around online teaching and learning,and the importance of interactivity for online teaching and learning has been noted.Question-and-answer discussions between students and teachers and feedback given by teachers to students are common forms of interaction in online teaching and learning.However,there is relatively little in-depth research focusing on these two forms of interaction,and it is unclear what kind of teacher feedback and question-and-answer discussions have a positive impact on students.In addition,based on regulatory focus theory,individuals with different regulatory focuses have different tendencies and ways of achieving goals,which suggests that individual differences should be taken into account when considering the design of feedback and question-and-answer discussions.This paper therefore seeks to investigate the influence of teacher feedback and question-andanswer discussions in online instruction based on framing theory,regulatory focus theory,the exhaustive likelihood model and cognitive load theory.This paper uses three online experiments to investigate the impact of multidimensional feedback and question-and-answer discussions in online teaching and learning.In Experiment 1,312 students were recruited and a 2*2*2 betweengroup experiment was designed to investigate the impact of various elements of timely instructor feedback(task-oriented feedback,self-oriented feedback and ranking)on student learning outcomes in a real-time feedback scenario.The results showed that task-oriented feedback significantly increased students’ attention and engagement when learning online,while self-oriented feedback did not significantly affect students’ learning outcomes.,and ranking feedback was shown to significantly improve students’ recall performance.In addition,facilitative orientation positively moderated the effects of task-oriented feedback on student attention and engagement,and also enhanced the effects of timely ranking information on student engagement.The prevention orientation trait was also shown to significantly and positively moderate the effects of task-oriented feedback on student attention and the effects of ranking on recall performance.In Experiment 2,we designed a long-term feedback scenario to explore the effects of various elements of delayed teacher feedback on student learning outcomes.We also adopted a 2*2*2 between-group experiment and recruited 508 students to participate in the experiment.The results showed that delayed ranking information significantly increased students’ attention and engagement in online learning.In contrast to the real-time feedback scenario,we found that delayed task-oriented feedback and self-oriented feedback had no significant effect on students’ attention and online learning engagement.None of the three feedback elements significantly affected students’ recall performance in the long-term feedback scenario.In addition,individual prevention focuses were shown to moderate the effect of feedback on student learning outcomes in the long-term feedback scenario.Specifically,prevention focuses positively moderated the effect of task-oriented feedback on students’ recall,but prevention focuses negatively moderated the effect of self-oriented feedback on recall.In Experiment 3,we also constructed a teacher-student question-and-answer discussion situation in a 2*2*2online experiment to investigate the effects of different teacher responses on students,and eventually recruited 412 students to participate in the experiment.We looked at the effects of the breadth and depth of knowledge of teacher responses on student satisfaction,performance and recall,as well as the moderating effect of the level of readability of the responses.The final results showed that the depth of knowledge of the teacher’s responses had a significant positive effect on student satisfaction and performance,but that the level of readability reduced the positive effect of this depth of knowledge.Student recall performance,on the other hand,was not affected by the depth of knowledge as well as the breadth of knowledge of the responses,possibly because student recall performance was tested and collected a few days after the end of the experiment.This paper enriches existing research in the field of teaching feedback and question and answer discussions in online teaching.Regulatory focus theory is also introduced to focus on how self-oriented feedback,task-oriented feedback and ranking differ in their effects on individuals with different moderation orientations.The design of question-and-answer discussions is also examined in terms of breadth of knowledge,depth of knowledge and level of readability.This is a further extension and enrichment of existing research and theory.The findings of this paper also provide good guidance for online teaching and learning,further emphasizing the importance of feedback and question and answer discussions in online teaching and learning,and providing suggestions for teachers on how to ensure better online teaching and learning from these two perspectives.