피드백의 효과를 높이는 수업운영: 우수 대학수업 사례를 중심으로 = Practices to Increase the Effectiveness of Feedback: From the Cases of Effective College Courses

다국어 초록 (Multilingual Abstract)

This study sought to understand effective feedback practices of college courses, underpinned by the premise that instructor feedback becomes effective for students’ learning when it is supported by appropriate classroom operation and feedback methods. For this purpose, a qualitative grounded theory study was conducted centered on data gathered from interviews with instructors and students from 11 classes rated as ‘effective feedback course’ at a private university, as well as classroom observations. Through a three-stage coding process using the constant comparative method, core phenomena related to 'Effective Feedback Classroom Operation' (clear perception of objectives, fostering learner agency, learning monitoring, opportunities for feedback application) and 'Effective Feedback Methods' (feedback that is understandable, emotionally engaging, and actionable) were identified. The overarching core category was labeled ‘Monitoring and Scaffolding Centered on a Clear Understanding of Educational Objectives.’ The significance of this study lies in its practical suggestions of the ways in which to provide feedback for supporting college students’learning by integrating classroom operation and feedback methods.
Educational Implications : For feedback to play a 'formative role' in improving teaching and learning, it requires the efforts of instructors to operate classes in a way that enables learners to accept and apply the feedback they receive. The monitoring of learners should occur within activities or assignments that align with the course objectives and, based on this monitoring, feedback that is appropriate to the learner's level and characteristics should be provided in a way that encourages students in both specific and timely manners.

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