Web-Based Comment Banks as Support for the Online Grading Feedback Process

Abstract

This action research study describes how a web-based, feedback comment bank impacts online instructor efficacy as well as attitudes and perceptions associated with the online grading feedback process. The study adopted a mixed-methods action research design. Study participants included 18 instructors at a private university that serves a global student population. Quantitative data was collected via pre- and post-intervention surveys. Qualitative data was collected via open-ended survey questions as well as through informal interviews, conversations, and document analysis. While study results indicated statistically significant changes in Educators’ Sense of Online Teaching Efficacy and Online Grading Efficacy (evaluated on an exploratory basis only), no statistically significant changes were observed in Collective Efficacy in Instructional Strategies. Analysis of qualitative data yielded eight emerging themes, including positive feelings, expanded visions of feedback, mitigation of inconsistencies, increased personalization, efficiencies, appreciation for support, desire for collaboration, and desire for ongoing professional learning and personal development.