Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study

Instructional feedback has the power to enhance learning. However, learners do not always feel satisfied with their feedback experience. Simultaneously, little attention has been paid on investigating how feedback is implemented in online competency-based learning (CBL). CBL is an approach under which learning activities are organized in a non-linear manner to help learners achieve pre-defined competencies. This study applied a multiple case study method, and 17,266 pieces of the coded feedback text, given by instructors for three learning tasks from a blended undergraduate course, were analyzed. The results showed that instructors implemented 11 types of feedback. Feedback that was used to give praise was less effective, but was frequently used. Regulative feedback and emotional feedback can be very effective, but they were actually rarely used. Feedback for diagnosis, suggesting improvements, and praise was frequently and consistently used across tasks with different complexity. In contrast, feedback used for complementary teaching and time management, as well as emotional feedback were rarely used. Based on the obtained findings, the potential causes and suggestions for improving feedback implementation were discussed.

Ready to Engage?

This chapter examined teachers' responsiveness to targeted engagement interventions in their instructional practices in an urban middle school during virtual learning. These interventions were addressed through action research and consisted of professional development, coaching, and instructional feedback. Data collected in this eight-week study contained observational field notes, coaching plans, frequency charts, coaching questions, professional development constructs, surveys, artifacts, and interviews with six participant teachers. Findings show 1) positive responsiveness to teachers' engagement interventions, 2) increase in teachers' perceptions about instructional feedback and professional development, 3) coaching surfaced as most impactful intervention, 4) socio-emotional and behavioral engagement practices were least responsive to change, and 5) teachers' beliefs and growth mindset drove the need in practice change. Future recommendations consist of exploration into virtual practices.

Teacher Evaluations and Contextualized Self- Efficacy

Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.