Peer Responses
Response to Patricia Diane Mote
Hello Patricia,
Great work. You present a strong argument about the importance of personalized and timely text-based feedback in online learning. Your evidence from Gredler (2018) effectively supports your main idea by highlighting how detailed feedback enhances student success: Peer Responses.
One way to strengthen your argument further is by contrasting the effects of general feedback with those of specific, targeted feedback. This would help illustrate why personalized comments are more impactful in guiding students toward academic improvement.
Regarding your challenge with paraphrasing, a helpful approach is to break down the original passage into key concepts and then reconstruct it in your own words while preserving its meaning. Sentence rephrasing, rewording the text, or paraphrasing by summing up the content are two more ways of avoiding plagiarism. It might help to use the AI checker or a paraphrasing tool if you are concerned about accidental similarity. These can assist in determining whether a potential paraphrase is too close to the true original document (Young & Lee, 2023).
One more important skill is reading the passage, closing the source, recalling all the information, and then rewriting the given idea. This method makes you assimilate and reproduce the information entirely in a new way with the existing information. Paraphrasing should also be checked using other people’s input from friends or teachers to know regions that need enhancement.
References
Young, L., & Lee, C. (2023, November 8). Accidental plagiarism: Prevention and research excellence. Turnitin. https://www.turnitin.com/blog/accidental-plagiarism-prevention-and-research-excellence
Response to Sherri Hicks
Hello Sherri,
Your discussion effectively highlights the value of electronically embedded feedback for postgraduate online students. Citing Gredler’s (2018) information provides strong support for your argument, particularly in emphasizing how marginal balloon comments help students identify areas for improvement in their writing.
In particular, it would be valuable to know if this preference is limited to writing tasks or includes other types of academic content. Variation may exist in what the learner is willing or able to do or in what mode of feedback is more formative in relation to a certain subject matter. Some students may prefer more written feedback, especially on essays, but may need audio or video feedback on certain issues.
Additionally, while electronic comments work well for minor corrections and suggestions, more involved explanations might require alternative approaches, such as real-time discussions or recorded responses. You might also wish to consider how you can incorporate text, video, and audio modes of feedback to enhance your evaluation. Higher student engagement exists when a range of feedback delivery methods are provided to help enhance learning later, as the studies by Márquez et al. (2023) suggest. It is also important to consider the various feedback possibilities and how they influence the attendance and the performance of the students.
References
Márquez, J., Lazcano, L., Bada, C., & Arroyo, L. (2023). Class participation and feedback as enablers of student academic performance. SAGE Open, 13(2), 215824402311772-215824402311772. https://doi.org/10.1177/21582440231177298
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Question 
By Day 6
Respond to at least two colleagues by doing one of the following:
- Give feedback on their choice of evidence or on their paraphrases
- Consider: Does the writer’s evidence clearly prove their main idea statement? What information do you, as a reader, need to believe the tie between the evidence and the main idea?
- Share insights on paraphrasing
- Address one of the questions or challenges your colleague posed, based on your experience or knowledge
Mar 11 10:28am
Manage Discussion by Patricia Diane Mote
Reply from Patricia Diane Mote
Online postsecondary students strongly prefer personalized, constructive, and timely text-based feedback from instructors, which greatly improves their learning experience and academic success. Evidence from Gredler (2018) supports this main idea. For instance, the article reveals that online postsecondary students find feedback from their instructors to be most effective when it is detailed and specifically addresses their unique needs and areas for improvement (Gredler, 2018). Additionally, students reported that timely feedback helps them understand their mistakes and make necessary adjustments before subsequent assignments, enhancing their overall learning outcomes (Gredler, 2018).
Paraphrasing the evidence from the article took careful reading and extra time to make sure I understood the main points of the author. One challenge I encountered was ensuring the paraphrased sentences did not closely mirror the original text. This required me to really pay close attention and utilize alternative ways of expressing the same ideas. Hopefully I did well at this, but I do question myself greatly in this area.
reference
Gredler, J. J. (2018). Postsecondary online students’ preferences for text-based instructor feedback. International Journal of Teaching and Learning in Higher Education, 30(2), 195-206. https://link.springer.com/article/10.1007/s12103-011-9142-2
Peer Responses
Mar 7 7:10pm
Manage Discussion by Sherri Hicks
Reply from Sherri Hicks
Post graduate online students are eager to improve their writing with feedback and in particular prefer proximal feedback from their professors regarding their writing assignments. According to Gredler (2018) online post graduate students are eager to improve in their writing and seriously contemplate their professor’s feedback. Also, in this research there are indicators of a majority of students preferred feedback from their professor to be electronically inserted into their essay. Marginal balloon comments were indicated to be helpful to online students from their professors when identifying improvements to be made in the students writing (Gredler, 2018).
- Gredler, J. (2018). Postsecondary online students’ preferences for text-based instructor feedbackLinks to an external site.Links to an external site.. International Journal of Teaching and Learning in Higher Education, 30(2), 195-206
Instructions:
Everyone:
The E Evidence helps support your M from last week. An effective scholarly essay provides evidence to support the main idea; hence, an effective paragraph should also provide evidence to support the main idea or claim. Your topic sentence – the M – is typically a claim related to the thesis statement/focus of the required essay you should be reading and analyzing. Therefore, each topic should be supported by relevant and credible evidence.
The evidence – E – comes specifically from the required article, but you can/should use the other weekly readings for support as well.
*Remember: clearly label the revised M and then the E in a separate paragraph. Follow the directions carefully on the reflection.
*Keep in mind that you will be revising the full MEAL paragraph by the end of the class, so some of the less pertinent evidence may ultimately be omitted.
Thanks,