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Journal Issue
Volume 14 Issue 3 / Jul 2016  pp150‑232

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 14 Issue 3  pp150‑151

Karin Levinsen, Rikke Ørngreen

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The art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development  pp152‑168

Anders Nordby, Kristine Øygardslia, Ulrik Sverdrup, Harald Sverdrup

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The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning  pp169‑180

Jamie Costley, Christopher Lange

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Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University  pp181‑195

Mugenyi Justice Kintu, Chang Zhu

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The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues  pp196‑203

Dolors Plana-Erta, Soledad Moya, Pep Simo

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Abstract: Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects whe re assessments are designed based on specific activities which are the same for all students, and where the assessment is performed by the instructor, not by a peer. Additionally, in introductory or basically procedural courses, there is often a need for instructor feedback, as opposed to peer‑feedback, as it demands high quality feedback both in the content and in the process in order not to mislead students. Therefore personalized feedback provided by instructor is an academic demand in the current educ ational models that have positioned the student at the center of the learning process. However in the present context of high student‑staff ratio, it is not easy to extend the use of individual comments delivered by instructors among the academic communit y. This article focuses on the virtual higher education environment given its present and future potential as well as the amount of queries currently surrounding it. Literature on formative feedback in higher education has been reviewed for the period 200 0 to 2014, in order to find answers as to which aspects are relevant to efficiently implement personalized feedback prepared by the teacher.Findings show that effective personalized feedback in an virtual environment requires a three‑dimensional analysis: from the student perspective, from the instructor one and from the media perspective (written text, video recording or audio recording) , in order to find shared aspects that contribute to the enhancement in the use of personalized feedback performed by faculty. 


Keywords: Keywords: formative feedback, effective feedback, online feedback, student-professor dialogue


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The relationship between an Online Synchronous Learning Environment and Knowledge Acquisition Skills and Traits: The Blackboard Collaborate Experience  pp204‑222

John Politis, Denis Politis

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Enhancing Students Language Skills through Blended Learning  pp223‑232

Choosri Banditvilai

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