Student and Faculty Perceptions of E-Feedback

Abstract

This article presents student and faculty ratings of electronic editing (EE) functions (i.e., track changes, insert comments, highlighting) as used for e-feedback on written assignments. Students reported increased convenience, clarity of expectations, amount of feedback, and writing ability as well as substantial improvement in EE skills compared to paper-based methods. Also, ratings and use of e-feedback were positively correlated with final report grades. To further explore the role of e-feedback in psychology education, a survey indicated that faculty rated e-feedback as similar to paper-based methods for time and effort but potentially more beneficial for learning. In addition, faculty with more e-feedback experience reported higher educational value for EE skills. Advantages and disadvantages from the student and instructor perspectives are discussed.