The Influence of Different Types of Teacher Feedback on the Interaction Depth in Online Asynchronous Discussion:Based on Subjective and Objective Multimodal Data
As an important way of interaction between teachers and students,online asynchronous discussion can make up for the lack of interaction and low learning efficiency caused by the separation of teachers and students.Studies have shown that teacher feedback is one of the key factors affecting online discussion effect.However,there is still a lack of direct and explicit empirical study on how different types of teacher feedback specifically affect the depth of interaction in online asynchronous discussions.In this article,teacher feedback is divided into five categories:no feedback,encouragement,suggestion,clarification request and mixed feedback.Interaction depth is measured by interactive behavior and interaction meaning in objective dimension and online presence and deep learning data in subjec-tive dimension.Then,a quasi-experimental method is used to explore the influence of different types of teacher feedback on discussion interaction depth.It is found that mixed feedback has significant advantages in improving interaction frequency and correlation,enhanc-ing the sense of teaching and society presence,while stimulating the motivation and ability of students'deep learning.The clarification request feedback group has a long duration and frequent interaction,and shows advantages in promoting students'deep learning ability.In view of the above conclusions,the following suggestions are put forward:adopting a mixed feedback strategy to provide different types of feedback according to different situations,paying full attention to students'emotional experience and guiding students to deep-er cognitive interaction behaviors such as"reflection",moving towards human-computer collaboration to enhance the interactive depth of online asynchronous discussion through more accurate,effective and personalized feedback.
NETL
NSTL
万方数据
