Effectiveness and Satisfaction of a Proposed Strategy to Provide Electronic Feedback Based on Authentic Learning Principles in Princess Nourah University

Effectiveness and Satisfaction of a Proposed Strategy to Provide Electronic Feedback Based on Authentic Learning Principles in Princess Nourah University

Hessah Mohammed Alshaya (Princess Nourah University, Riyadh, Saudi Arabia)
DOI: 10.4018/IJICTE.2019100109

Abstract

This article provides a proposed strategy for electronic feedback based on the principles of authentic learning through Google Drive and to measure the effectiveness of their use and the level of satisfaction from the perspective of students in Princess Nora University (PNU). A sample of 92 students has been included in the study. A list of technical and educational standards was made for the proposed strategy. The list contained three technical standards and thirteen technical indicators. From the educational aspect, the list contained four educational standards and forty-five educational indicators. In addition, preparation and construction of the proposed strategy were done. The results showed the role of the proposed strategy in providing electronic feedback from the viewpoint of PNU students and the high degree of satisfaction with it. In light of the results of the study; the researcher presented a set of recommendations and proposals, which includes encouraging teachers and learners to take advantage of the possibilities of Google Drive in the educational process.
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Introduction

In the past few years, there have been some major changes in the educational model because of the continuous developments in ICT. Meanwhile, different modern learning concepts and environments such as the information society, the knowledge economy, the integration of technology, e-learning, online learning environments emerged as well. Hence, the concept of e-feedback emerged in the educational arena and it is intended to inform the learner about his/ her performance in the tests required through electronic applications. This e-feedback contributes to improving the educational process and achieving the desired goals (Kafafi, 2009: 145).

The learning process and skill development needed in the twenty-first century requires more real and authentic learning strategies that have a direct link to reality (Neo et al., 2012). Therefore, it is extremely important to introduce authentic activities in e-learning environments. Carey (2013) points out that Google Drive is an excellent tool for providing useful feedback. This tool allows the implementation of authentic learning principles. It also follows up with students to know their updates on the document. Learners need more support and information in e-learning environments than they ever need in the traditional learning environment. Thus, they are required to use effective feedback strategies that enables the faculty members to identify and respond to students’ needs. This encourage students to participate and continue to participate at a high-quality level (Illinois Online Network, 2010).

Problem Hint

As a faculty member at the University of Princess Nourah bint Abdulrahman, the researcher noticed the weak practical skills involved in the scientific part of the teaching techniques curriculum. This is due to the lack of time in a lecture to provide feedback to every female student in a single class. Moreover, it is also very difficult to meet them outside class. Thus, female students were asked questions about what they wish to have in the teaching techniques curriculum and other university curriculum, and what difficulties they face as students at Princess Nourah University? After the researcher investigated the benefits of Google Drive and its important role in providing e-feedback, the study (Yarkindi, 2011) recommended that teachers should be trained to use multiple feedback strategies as an important learning tool.

Moreover, Wolsey (2008) stressed on the importance of providing effective e-feedback to students in the university level. Teachers need practical assistance in providing e-feedback strategies and training on how they are used and applied (Duffy, 2013: 50). Mancuso-Murphy (2007) states that even learners value the importance of feedback, it is clear that there are very limited literature that tackles content, methods, or feedback processes in e-learning environments, especially from the students' perspective. Hummel (2006) points out that although many previous studies have resulted in the emergence of a variety of theoretical models to explain the role of feedback in the learning process, we still have very limited steps, and procedural tools that can be practically used in design and implementation of feedback. Henceforth, the need for a proposed strategy is a necessity to provide e-feedback based on the principles of authentic learning, through Google Drive, and measuring the effectiveness of use, and satisfaction from students’ perspective at Princess Nourah University.

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