Feedback Revisited: Definitional, Structural, and Functional Issues

Authors

L. M. Rabbani, College of Education, United Arab Emirates University (UAEU), Al Ain, UAEFollow
R. S. AlQuwaitaei, College of Education, United Arab Emirates University (UAEU), Al Ain, UAEFollow
K. S. Alarabi, College of Education, Humanities and Social Science, Al Ain University, Al Ain, UAEFollow
N. R. Alsalhi, Humanities and Social Sciences Research Center (HSSRC), Ajman University, Ajman, UAE\\ Deanship of Graduate Studies and Research, Ajman University, Ajman, UAEFollow

Author Country (or Countries)

UAE

Abstract

This article provides a more fundamental overview that addresses the following provisions associated with feedback in an integrative way. First, several linguistic and definitional issues relating to the term ‘feedback’ are discussed. Second, the article draws attention to the challenges and implications associated with online feedback being increasingly used primarily during the contemporary shift toward online learning. Then, the article spots light on the importance of feedback at multiple levels, followed by a discussion of feedback purposes and potential benefits on student learning and progress, both in the short and long term. This article seeks to contribute to the literature on formative feedback by providing a more profound understanding of the conceptualizations of feedback by incorporating definitional, structural, and functional issues about feedback both as a construct and a practice.

Digital Object Identifier (DOI)

http://dx.doi.org/10.18576/jsap/120313

Recommended Citation

M. Rabbani, L.; S. AlQuwaitaei, R.; S. Alarabi, K.; and R. Alsalhi, N. (2023) "Feedback Revisited: Definitional, Structural, and Functional Issues," Journal of Statistics Applications & Probability: Vol. 12: Iss. 3, Article 13.
DOI: http://dx.doi.org/10.18576/jsap/120313
Available at: https://digitalcommons.aaru.edu.jo/jsap/vol12/iss3/13