Research Article
BibTex RIS Cite
Year 2017, Volume: 1 Issue: 2, 125 - 134, 31.12.2017

Abstract

References

  • Ackerman, D. S., & Gross, B. L. (2010). Instructor feedback: How much do students really want? Journal of Marketing Education, 32(2), 172-181.
  • Askew, S. (2000). Feedback for learning. London; New York: Routledge/Falmer.
  • Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Va.: Association for Supervision and Curriculum Development.
  • Brookhart, S. M. (2012). Teacher Feedback in Formative Classroom Assessment. In C. F. Webber & J. L. Lupart (Eds.), Leading Student Assessment. Dordrecht: Springer Science+Business Media B.V.
  • Burke, D. M., & Pieterick, J. A. (2010). Giving students effective written feedback. Maidenhead: Open University Press.
  • Connellan, T. K. (2002). Bringing out the best in others! : 3 keys for business leaders, educators, and parents. Austin, TX: Bard Press.
  • DeFalco, J. A., Georgoulas-Sherry, V., Paquette, L., Baker, R. S., Rowe, J., Mott, B., & Lester, J. (2016). Motivational feedback messages as interventions to frustration in GIFT. In Proceedings of the Fourth GIFT User Symposium (GIFTSym4). Princeton, NJ (pp. 25-35).
  • Dempsey, J. V., Driscoll, M. P., & Swindell, L. K. (1993). Text-Based Feedback. In John V. Dempsey & G. C. Sales (Eds.), Interactive instruction and feedback. Englewood Cliffs, N.J: Educational Technology Publications.
  • Irons, A. (2008). Enhancing learning through formative assessment and feedback. London; New York: Routledge.
  • Kim, C., & Keller, J. M. (2008). Effects of Motivational and Volitional Email Messages (MVEM) with Personal Messages on Undergraduate Students’ Motivation, Study Habits and Achievement. British Journal of Educational Technology, 39(1), 36– 51.
  • Kurt, S. Ç. (2017). Bir Harmanlanmış Öğrenme Deneyimi. Ilkogretim Online, 16(2).860-886. doi: 10.17051/ilkonline.2017.304740
  • Miles, M. B., Huberman, A. M., ve Saldana, J. (2014). Qualitative data analysis: a methods Sourcebook (3. Baskı). Thousand Oaks, USA: Sage Publications.
  • Nicol, D., Thomson, A. ve Breslin, C. (2014) Rethinking feedback practices in higher education: a peer review perspective, Assessment & Evaluation in Higher Education, 39:1, 102-122, DOI: 10.1080/02602938.2013.795518
  • Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4. Baskı). Thousand Oaks, USA: Sage Publications.
  • Sarsar, F. & Harmon, S. (2017). Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment. Turkish Online Journal of Educational Technology-TOJET, 16(1), 115-127.
  • Sarsar, F. (2014). The Effectiveness of Emotional Motivational Feedback Messages. Doktora Tezi. Middle-Secondary Education and Instructional Technology, Geogia State University, ABD.
  • Smits, M. H. S. B., Boon, J., Sluijsmans, D. M. A., & van Gog, T. (2008). Content and Timing of Feedback in a Web-Based Learning Environment: Effects on Learning as a Function of Prior Knowledge. Interactive Learning Environments, 16(2), 183–193.
  • Tsai, F. H., Tsai, C. C, ve Lin, K. Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259–269.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı) Ankara: Seçkin Yayıncılık.

Öğretmen Adaylarının Duygusal Motivasyonel Geri Bildirim Mesajlarına İlişkin Görüşlerinin İncelenmesi

Year 2017, Volume: 1 Issue: 2, 125 - 134, 31.12.2017

Abstract

Bu araştırma, öğretmen adaylarının duygusal motivasyonel
geri bildirim mesajları hakkında görüşlerinin alınarak geri bildirim hakkında
derinlemesine bilgi edinmeyi amaçlamaktadır. 2017-2018 öğretim yılında, 14
öğretmen adayı ile gerçekleştirilmiş nitel bir çalışmadır. Veriler, açık uçlu
ve karşılaştırmalı sorulardan oluşan anket yardımıyla toplanmış olup, içerik
analiziyle bulgulara eşilmiştir. Bulgulara göre; öğretmen adayları geri
bildirimi; motivasyon artırıcı ve öğrenme sürecinin devamı olması özellikleri
ile değerlendirme aracı olarak gördüklerini ifade etmişlerdir. Motivasyonel
geri bildirim mesajlarının motive edici ve açıklayıcı olmasını olumlu,
mesajların ciddi/resmi ve sade olmasını ise olumsuz bulduklarını
belirtmişlerdir. Duygusal motivasyonel geri bildirimi ise; etkili, vurgulu
dikkat çekici, motive edici, samimi, duygusal etkilere sahip olma ve bireysel
mesaj etkisi sunması özellikleriyle olumlu, karmaşık yapıda olması, odaklama
sorunu yaşatması ve mesajın okunması sırasında gözlerinin farklı uyaranlar nedeniyle
yorulması yönüyle olumsuz buldukları görülmüştür. Çalışma bulgularının geri
bildirim alanındaki araştırmalara yol gösterici olacağı düşünülmektedir.

References

  • Ackerman, D. S., & Gross, B. L. (2010). Instructor feedback: How much do students really want? Journal of Marketing Education, 32(2), 172-181.
  • Askew, S. (2000). Feedback for learning. London; New York: Routledge/Falmer.
  • Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Va.: Association for Supervision and Curriculum Development.
  • Brookhart, S. M. (2012). Teacher Feedback in Formative Classroom Assessment. In C. F. Webber & J. L. Lupart (Eds.), Leading Student Assessment. Dordrecht: Springer Science+Business Media B.V.
  • Burke, D. M., & Pieterick, J. A. (2010). Giving students effective written feedback. Maidenhead: Open University Press.
  • Connellan, T. K. (2002). Bringing out the best in others! : 3 keys for business leaders, educators, and parents. Austin, TX: Bard Press.
  • DeFalco, J. A., Georgoulas-Sherry, V., Paquette, L., Baker, R. S., Rowe, J., Mott, B., & Lester, J. (2016). Motivational feedback messages as interventions to frustration in GIFT. In Proceedings of the Fourth GIFT User Symposium (GIFTSym4). Princeton, NJ (pp. 25-35).
  • Dempsey, J. V., Driscoll, M. P., & Swindell, L. K. (1993). Text-Based Feedback. In John V. Dempsey & G. C. Sales (Eds.), Interactive instruction and feedback. Englewood Cliffs, N.J: Educational Technology Publications.
  • Irons, A. (2008). Enhancing learning through formative assessment and feedback. London; New York: Routledge.
  • Kim, C., & Keller, J. M. (2008). Effects of Motivational and Volitional Email Messages (MVEM) with Personal Messages on Undergraduate Students’ Motivation, Study Habits and Achievement. British Journal of Educational Technology, 39(1), 36– 51.
  • Kurt, S. Ç. (2017). Bir Harmanlanmış Öğrenme Deneyimi. Ilkogretim Online, 16(2).860-886. doi: 10.17051/ilkonline.2017.304740
  • Miles, M. B., Huberman, A. M., ve Saldana, J. (2014). Qualitative data analysis: a methods Sourcebook (3. Baskı). Thousand Oaks, USA: Sage Publications.
  • Nicol, D., Thomson, A. ve Breslin, C. (2014) Rethinking feedback practices in higher education: a peer review perspective, Assessment & Evaluation in Higher Education, 39:1, 102-122, DOI: 10.1080/02602938.2013.795518
  • Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4. Baskı). Thousand Oaks, USA: Sage Publications.
  • Sarsar, F. & Harmon, S. (2017). Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment. Turkish Online Journal of Educational Technology-TOJET, 16(1), 115-127.
  • Sarsar, F. (2014). The Effectiveness of Emotional Motivational Feedback Messages. Doktora Tezi. Middle-Secondary Education and Instructional Technology, Geogia State University, ABD.
  • Smits, M. H. S. B., Boon, J., Sluijsmans, D. M. A., & van Gog, T. (2008). Content and Timing of Feedback in a Web-Based Learning Environment: Effects on Learning as a Function of Prior Knowledge. Interactive Learning Environments, 16(2), 183–193.
  • Tsai, F. H., Tsai, C. C, ve Lin, K. Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259–269.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı) Ankara: Seçkin Yayıncılık.
There are 19 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Reviews
Authors

Fırat Sarsar

Beril Ceylan

Publication Date December 31, 2017
Submission Date October 31, 2017
Published in Issue Year 2017 Volume: 1 Issue: 2

Cite

APA Sarsar, F., & Ceylan, B. (2017). Öğretmen Adaylarının Duygusal Motivasyonel Geri Bildirim Mesajlarına İlişkin Görüşlerinin İncelenmesi. Ege Eğitim Teknolojileri Dergisi, 1(2), 125-134.

Ege Journal of Educational Technologies
is indexed and abstracted by
Index Copernicus, Asos Index, WorldCat, OpenAIRE, ROAD, BASE, Google Scholar, Academia.edu, Türk Eğitim İndeksi, IAD, EuroPub, Academindex

Publisher
Izmir Academy Association
www.izmirakademi.org