Imperial College London
Portrait Picture

Dr Benita Cox

Business School

Pastoral Care Tutor
 
 
 
//

Contact

 

+44 (0)20 7594 9164b.cox

 
 
//

Location

 

456ACE ExtensionSouth Kensington Campus

//

Summary

 

Publications

Citation

BibTex format

@article{Lefevre:2016:10.1111/bjet.12495,
author = {Lefevre, DJ and cox, B},
doi = {10.1111/bjet.12495},
journal = {British Journal of Educational Technology},
pages = {1357--1367},
title = {Delayed instructional feedback may be more effective, but is this contrary to learners' preferences?},
url = {http://dx.doi.org/10.1111/bjet.12495},
volume = {48},
year = {2016}
}
Download

RIS format (EndNote, RefMan)

TY  - JOUR
AB  - This research investigates learners' preferences for the timing of feedback provided to multiple-choice questions within technology-based instruction, hitherto an area of little empirical attention. Digital materials are undergoing a period of renewed prominence within online learning and multiple-choice questions remain a common component. There is evidence that a delay in the provision of feedback following a learner's response to multiple-choice questions leads to an increase in subsequent performance. However, the learner's perspective on delayed feedback is yet to be explored. Learner preferences are pertinent as learning designs that run contrary to preferred learning behaviours can have a negative affect on motivation and therefore engagement. During a series of formative tests, subjects were presented with a choice of viewing either immediate or delayed feedback and their choices were recorded. Over a 2-year period data were collected relating to 599 subjects. Qualitative interviews were also conducted to investigate why subjects made their choices. In this research, subjects expressed a marked preference for immediate feedback, 95.33% chose to view feedback immediately following their response to a question. The reasons for this preference are explored and the implications for learning design are considered.
AU  - Lefevre,DJ
AU  - cox,B
DO  - 10.1111/bjet.12495
EP  - 1367
PY  - 2016///
SN  - 0007-1013
SP  - 1357
TI  - Delayed instructional feedback may be more effective, but is this contrary to learners' preferences?
T2  - British Journal of Educational Technology
UR  - http://dx.doi.org/10.1111/bjet.12495
UR  - http://hdl.handle.net/10044/1/53727
VL  - 48
ER  -
Download