ManyClasses 1: Assessing the Generalizable Effect of Immediate Feedback Versus Delayed Feedback Across Many College Classes

Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single course, which threatens the external validity of the results. In this article, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts—a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, in which we examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across 38 classes, the overall estimate for the effect of feedback timing was 0.002 (95% highest density interval = [−0.05, 0.05]), which indicates that there was no effect of immediate feedback compared with delayed feedback on student learning that generalizes across classes. Furthermore, there were no credibly nonzero effects for 40 preregistered moderators related to class-level and student-level characteristics. Yet our results provide hints that in certain kinds of classes, which were undersampled in the current study, there may be modest advantages for delayed feedback. More broadly, these findings provide insights regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments.

Dissociating the effect of reward uncertainty and timing uncertainty on neural indices of reward prediction errors: A reward positivity (RewP) event-related potential (ERP) study

Accurate reward predictions include forecasting both what a reward will be and when a reward will occur. We tested how variations in the certainty of reward outcome and certainty in timing of feedback presentation modulate neural indices of reward prediction errors using the reward positivity (RewP) component of the scalp-recorded brain event-related potential (ERP). In a within-subjects design, seventy-three healthy individuals completed two versions of a cued doors task; one cued the probability of a reward outcome while the other cued the probability of a delay before feedback. Replicating previous results, RewP amplitude was larger for uncertain feedback compared to certain feedback. Additionally, RewP amplitude was differentially associated with uncertainty of presence/absence of reward, but not uncertainty of feedback timing. Findings suggest a dissociation in that RewP amplitude is modulated by reward prediction certainty but is less affected by certainty surrounding timing of feedback.

Dynamic Written Corrective Feedback among Graduate Students: The Effects of Feedback Timing

Dynamic written corrective feedback (DWCF) is a pedagogical approach that offer meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive writte error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can lead to fewer language errors among undergraduate and pre-matriculated college writers (see Kurzer, 2018). However, the benefits of DWCF among second language (L2) graduate writers and the role of feedback timing have not been well examined. We analyzed timed writing samples over a 12-week intervention from 22 L2 graduate students who either received biweekly feedback on their writing throughout a semester, or postponed feedback until the last two weeks of the semester. Writing was analyzed for grammatical errors, lexical and syntactic complexity, and fluency. Results showed that neither timely nor postponed feedback led to significant improvement in grammatical accuracy or lexical complexity, but timely feedback did result in more fluent and complex writing. These findings suggest that the timing of feedback may be trivial for accuracy development but is more important for complexity among graduate writers. Teachers, teacher trainers, and writing administrators may use these insights as they plan curricula and design grammar and writing interventions. La rétroaction corrective écrite dynamique (RCED) est une approche pédagogique qui propose une rétroaction significative, gérable, constante et opportune sur les rédactions des étudiants (Hartshorn et al. 2010). Elle insiste sur la correction complète et indirecte d’erreurs dans de courts devoirs de rédaction quotidiens. De nombreuses études ont démontré que son utilisation peut amener les rédacteurs de premier cycle ou pré-inscrits au collège à faire moins d’erreurs de langue (voir Kurzer, 2018). Cependant, les avantages de la RCED chez les rédacteurs diplômés de seconde langue (L2) et le rôle joué par l’opportunité de la rétroaction n’ont pas été bien étudiés. Nous avons analysé des échantillons de rédaction écrites en temps limité sur une période d’intervention de 12 semaines chez 22 étudiants diplômés de L2 qui recevaient de la rétroaction deux fois par semaine sur leurs rédactions pendant la durée du semestre, ou une rétroaction différée jusqu’à deux semaines avant la fin du semestre. Les rédactions ont été analysées pour découvrir les erreurs grammaticales, la complexité lexicale et syntaxique, ainsi que la fluidité Les résultats ont montré que ni la rétroaction opportune, ni la rétraction différé ne se traduisaient par une amélioration marquée de la précision grammaticale ou de la complexité lexicale, mais la rétroaction opportune menait à une rédaction plus fluide et plus complexe. Ces résultats suggèrent que l’opportunité de la rétroaction peut ne pas beaucoup influer sur le développement de la précision, mais s’avère plus importante pour la complexité chez les rédacteurs diplômés. Les enseignants, les formateurs d’enseignants et les administrateurs de programmes de rédaction peuvent se servir de ces résultats lorsqu’ils planifient les programmes et conçoivent les interventions en grammaire et en rédaction.

Testing the influence of real-time performance feedback on employees in digital services

PurposeWhile digital media changed the nature of communication in service contexts, often allowing customers to interact instantly with service providers, the implications and opportunities for managing service employees are widely unknown. This is surprising, given that service employees are an important determinant of service firms’ success. This article examines the effects of real-time performance feedback on employees’ service performance and investigates both how and under what conditions timely feedback encourages employees’ engagement.Design/methodology/approachTwo experiments test the conceptual model and the proposed hypotheses. A field experiment uses real customer feedback gathered after interaction with the app-chat of a large telecommunications provider. It tests the effect of feedback timing on service employees’ performance and also examines the effect of feedback timing on their engagement. A subsequent scenario-based experiment then investigates the influence of selected moderators on the feedback timing–engagement relationship.FindingsThis article finds that real-time feedback leads to greater service performance than subsequent feedback. Furthermore, real-time feedback positively affects service employee engagement through the perceived controllability of the feedback and the service situation. Finally, feedback valence, task goals, individuals’ need for closure (NCL), and gender interact with feedback timing to influence employee engagement.Originality/valueThis research investigates the potential of real-time performance feedback for service firms, combines and extends a variety of literature streams, and provides recommendations for the future management of service employees.