Feedback Practices in Hybrid Writing Courses: Instructor Choices About Modality and Timing

Authors

Ariel M. Goldenthal, George Mason UniversityFollow
Jessica Matthews, George Mason UniversityFollow
Courtney Adams Wooten, George Mason UniversityFollow
Brian Fitzpatrick, George Mason UniversityFollow
Lourdes Fernandez, Mathematica, survey researcherFollow

Keywords

feedback, hybrid, blended learning, responding to student writing, online writing instruction (OWI)

Abstract

Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course?

A qualitative study conducted with fourteen instructors who teach hybrid writing courses at a large state university reveals how they navigate a series of choices about providing feedback on student writing. This study shows that instructional modality, use of the LMS, and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on low-stakes work. While there is an emerging sense of thoughtful and critical decision-making around types of feedback and modality, this study finds that instructors do not yet have an integrated strategy when using the LMS to provide feedback in hybrid courses.

Recommended Citation

Goldenthal, Ariel M.; Matthews, Jessica; Wooten, Courtney Adams; Fitzpatrick, Brian; and Fernandez, Lourdes (2022) "Feedback Practices in Hybrid Writing Courses: Instructor Choices About Modality and Timing," Journal of Response to Writing: Vol. 8: Iss. 2, Article 3.
Available at: https://scholarsarchive.byu.edu/journalrw/vol8/iss2/3