Two Feedback Styles (detailed - concise) in Employing Digital Learning Objects Repositories and Their Effects on the Quality of Digital Content Design and Learning Motivation of Educational Technology Students
The current study aimed at investigating the effects of using digital learning objects and two feedback styles by educational technology students on the quality of their digital learning products and their learning motivation. More specifically, the study aimed at comparing the quality of digital learning products and learning motivation of students who used detailed feedback and those who used concise/summary feedback. For this purpose the researcher of the current study designed a set of instructional materials and assessment tools including, a rubric for designing digital learning objects, evaluation checklist of digital learning objects, evaluation rubric of digital content. For evaluating participants’ learning motivation, the researcher adopted John Keller’s Learning Motivation Questionnaire. Moreover, the researcher developed a digital learning objects store/inventory for the first part of the Computer Textbook for preparatory stage first graders. Tools of the study were pre-administered to all the Professional Diploma students at the Sohag Faculty of Education who were enrolled in the “ Learning Resources and Library” course in the academic year 2018/2019 (N=56). They were randomly assigned to two treatment conditions (detailed vs summary feedback). Post-instructionally, they were assessed using the aforementioned research instruments. Results of the study showed a statistically significant difference (P≤ .05) between mean scores of students in the pre-post assessments of their digital learning objects and their learning motivation, favoring post-assessment results. As well, results of the study displayed a statistically significant difference (P≤ .05) between mean ranks of students in the two treatment groups in terms of the quality of their digital learning products and their learning motivation, favoring those in the first treatment group. Recommendations of the study included training faculty members in Egyptian universities in designing and developing digital learning content and interactive books/resources aligned with international standards per se, and illuminating them in terms of using different feedback patterns and ways to promote students’ learning motivation.
El Sayed, Y. (2019). Two Feedback Styles (detailed - concise) in Employing Digital Learning Objects Repositories and Their Effects on the Quality of Digital Content Design and Learning Motivation of Educational Technology Students. المجلة التربوية لکلية التربية بسوهاج, 63(63), 1072-1205. doi: 10.21608/edusohag.2019.55467
MLA
Yousry El Sayed. "Two Feedback Styles (detailed - concise) in Employing Digital Learning Objects Repositories and Their Effects on the Quality of Digital Content Design and Learning Motivation of Educational Technology Students". المجلة التربوية لکلية التربية بسوهاج, 63, 63, 2019, 1072-1205. doi: 10.21608/edusohag.2019.55467
HARVARD
El Sayed, Y. (2019). 'Two Feedback Styles (detailed - concise) in Employing Digital Learning Objects Repositories and Their Effects on the Quality of Digital Content Design and Learning Motivation of Educational Technology Students', المجلة التربوية لکلية التربية بسوهاج, 63(63), pp. 1072-1205. doi: 10.21608/edusohag.2019.55467
VANCOUVER
El Sayed, Y. Two Feedback Styles (detailed - concise) in Employing Digital Learning Objects Repositories and Their Effects on the Quality of Digital Content Design and Learning Motivation of Educational Technology Students. المجلة التربوية لکلية التربية بسوهاج, 2019; 63(63): 1072-1205. doi: 10.21608/edusohag.2019.55467
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