Διαμορφώνοντας το περιεχόμενο απαντητικών επιστολών ανατροφοδότησης γραπτών εργασιών στην εξ αποστάσεως εκπαίδευση: Μια κοινωνιολογική μελέτη σε μεταπτυχιακούς φοιτητές/τριες

Abstract

This study undertakes a sociological analysis of the perspectives held by postgraduate students equipped with theoretical knowledge and experience in the provision of distance education. It focuses on shaping the desired content of feedback response letters received from instructors on submitted written assignments. Research data were collected using a well-structured questionnaire, revealing significant findings: (a) Students prefer the implementation of mixed pedagogical choices regarding the use of first or last names and singular or plural forms in the content of feedback letters. Students advocate for a weak framing of “regulative discourse” governing the stylistic tone of feedback letters, reflecting a preference for a friendly, polite, and encouraging tone. And (c) Students seek the implementation of "visible" pedagogical practices regarding the types of knowledge required for composing written assignments and the evaluation criteria applied by instructors during their assessment. These insights offer critical implications for enhancing the communicative efficacy and pedagogical responsiveness of feedback mechanisms in online education settings.