디지털 학습 환경에서 학습자 중심 피드백 설계 원리 및 전략에 대한 이론적 탐색|RISS 상세보기

다국어 초록 (Multilingual Abstract)

In the field of educational research and practice, feedback has long been believed to yield positive effects on learning. Practitioners and researchers have made many efforts to provide learners with feedback that is as frequent and detailed as possible. Especially in digital learning environments, feedback is designed as a crucial element of digital contents. The purpose of the current theoretical exploration is to derive a set of principles and strategies for designing feedback that can be implemented in digital learning environments. This study also attempts to extend the traditional teacher-centered feedback into learner-centered feedback, which each learner actively collects not only from teachers but also from the task at hand, the environment, and peer learners. Feedback in the digital environment must be designed with consideration for learners’ intrinsic motivation, provide more valid and reliable information, and facilitate social knowledge construction with peer learners using digital technologies. Consequently, feedback in the digital learning environment should be approached from multiple perspectives. This study explores the following three types of feedback: (1) the internal feedback that can be provoked by the learning environment or learning tasks; (2) the external feedback that can be offered by teachers or experts; and (3) the peer feedback from peer learners. Synthetically analyzing Csikszentmihaly’s (1975, 1990) theory of flow, Kluger & DeNisi’ (1996) feedback intervention theory, and Miyake’s (1986) study of constructive criticism between collaborating peer learners, the derived principles and strategies are categorized as follows: (1) environment design principles and strategies that stimulate internal feedback, (2) external feedback design principles and strategies, and (3) environment design principles and strategies that facilitate peer feedback. Both empirical and theoretical future research recommendations are suggested based on the limitations of this study. This study may aid in initiating learner-centered feedback research that considers learners, technologies, and resources available in the digital learning environment.

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참고문헌 (Reference)

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