Review of Literature: I. Definition of Feedback

Review of literature
I. Definition of feedback
Hattie and Timperley (2007) defined feedback as relating to actions or information
provided by an agent (e.g. teacher, peer, book, parent, internet, experience) that
provides information regarding aspects of one’s performance or understanding.
Feedback is information about the task that fi lls a gap between what is understood and
what is aimed to be understood. It can lead to increased effort, motivation or
engagement to reduce the discrepancy between the current status and the goal, it can
lead to alternative strategies to understand the material; it can confirm for the student
that they are correct or incorrect, or how far they have reached the goal, it can indicate
that more information is available or needed; it can point to directions that the students
could pursue; and fi nally it can lead to restructuring understandings. Royce Sadler
(1989) set the scene in his seminal paper by establishing the concept that feedback is
information that ‘closes the gap’ between where a student is and where the student
needs to be:
The learner has to a) possess a concept of the standard (or goal or reference level) being
aimed for, b) compare the actual (or current) level of performance with the standard,
and c) engage in appropriate action which leads to some closure of the gap.
As Wang (2006: 42) states, ‘feedback is the information about current performance
that can be used to improve future performance.’ Feedback plays a crucial role in any
educational process since it can significantly improve both learner’s and teacher’s
performance and indicate some key aspects of their performance which can be
improved.
Dignen (2014) argues that feedback is the most important communication skill, both
outside and inside the classroom because it is around all the time; it is just another word
for effective listening; it is an opportunity to motivate; it is essential to develop
performance; and it is a way to keep learning.
online feedback is information from an educator, peer, or other in an online format,

such as the written word, audio file, video, pre-programmed automatic reply, or live
web-based conferencing.
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The purpose of giving feedback is to point out strengths and provide comments on areas
for improvement and development. Clear, effective, meaningful feedback is a robust
way to foster learning (Hattie & Timperley, 2007), especially when teamed with
personalization, such as addressing the receiver by their name. In online courses, due to
the lack offace-to-face interactions, feedback may function to increase a connection
between the educator and learner (Bonnel, Ludwig, & Smith, 2007). The authors
recommend individualized feedback for each learner that includes addressing them by
their name and comments specific to their coursework.
II. Types Of feedback

Feedback may be even more important in online environments than in traditional
classrooms (Lynch, 2002; Palloff & Pratt, 2001). That is, due to a lack of feedback,
students in online courses are more likely to disconnect from the material or
environment than students attending face-to-face courses (Ko & Rossen, 2001). While
instructor feedback is often cited as the catalyst for student learning in online
environments, lack of feedback is most often cited as the reason for withdrawing from
online courses.
Several studies mention a variety of types of feedback, but the most influential One That
is applied in online learning platforms are : formative feedback, corrective feedback and
peer feedback . both fromative feedback and corrective feedback are
inseparable,Feedback given as part of formative assessment enables learners to
consolidate their strengths, identify their weaknesses (Brown, 1997) and guides them
about the necessary actions in order to achieve the learning outcomes (Sadler, 1989).
Formative assessment provides learners with opportunities to both receive and

implement feedback with a view to improving their work (Wiliam, 2011). The scheduling
of formative assessment check points throughout the learning period gives students
multiple opportunities to demonstrate their knowledge, understandings and skills.
Formative assessment also provides teachers with an evidence base of how their
students are tracking towards achieving the learning intent. on the other hand ,
Corrective feedback refers to the information given by the reviewer whichf Focuses on
error correction of the task performance or content (Saidalvi & Samad, 2019) and it
facilitates learners’ noticing of the differences between their incorrect utterance and the
target form (Kartchava et al., 2020).
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One of the most effective feedback in online learning is peer feedback is known to be
more powerful even in an online setting (Saidalvi & Samad, 2019).
Even though there are still some voices challenging about the effectiveness of peer
feedback and consider it as a magic wand to improve language skills (Wu &Miller, 2020).
Peer feedback refers to “a communication process through which learners enter into
dialogues related to performance and standards” (Liu & Carless, 2006, p. 280), and can
be considered as a form of collaborative learning (Gielen, et al., 2010). Peer feedback is
mostly formative in nature with no grades involved. It provides comments on strengths,
weaknesses,
and/or tips for improvement (Falchikov, 1996), with the purpose of improving learning
and performance. The use of peer feedback in an online learning environment offers a
number of distinct advantages including: increasing the timeliness of feedback, providing
newlearning opportunities for both givers and receivers of feedback, humanizing the
environment, and building community (Corgan, Hammer, Margolies, & Crossley, 2004).
By asking students to provide constructive feedback to each other, instructors are
inviting them to participate in each other’s learning and thus achieve greater
understanding and appreciation for their peers’ experiences and perspectives.
Moreover, by engaging students in the feedback process, meaningful interaction
increases -interaction with peers and interaction with the content of the discussion
postings—which subsequently promotes students’ satisfaction with the course

(Richardson & Swan, 2003) and with the instructor (Fulford & Zhang, 1998). If used
effectively, both instructor and peer feedback have the potential to increase the quality
of discourse, and thus the quality of learning, in the online environment.
In addition to the benefits of receiving adequate feedback, students may also benefit
from giving peer feedback. Liu, Lin, Chiu and Yuan (2001) propose that, when asked to
offer feedback to peers, students progress beyond the cognitive processes required for
completing a given task, as they must now ‘‘read, compare, or question ideas, suggest
modifications, or even reflect on how well one’s own work is compared with others’’ (p.
248). McConnell (2002) suggests that collaborative assessment moves students away
from dependence on instructors as the only, or major, source of judgment about the
quality of learning to a ‘‘more autonomous and independent situation where each
individual develops the experience, know-how, and skills to assess their own learning’’
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(p. 89). Thus, students are offered the opportunity not only to reflect on the work of
their peers but also on their own work, which over time can lead to increased learning.
III. E-learning
E-learning is an innovative method to communicate with society.( avec la crise mondiale
de Covid19. C’est la seule solution parcourus par l’état pour sauver l’année scolaire et
pour garantir la bonne marche de processus educatif).
It is an effective way of teaching to bring out the best in students.E-learning technology

is learning that uses digital electronic tools and media (Hoppe et al.:2003). According to
Dong in Nurlinda (2018) defines e-learning as an asynchronous learning activity through
an electronic device which can obtain learning and teaching materials through an
electronic system. According to Rosenberg (2001) emphasizes that e-learning refers to
the use of internet technology to deliver a series of solutions that can increase
knowledge and skills. It can be said that the use of e- learning cannot be separated from
the role of the internet network as a connection for every learning process. With e-
learning,learning can be carried out both synchronously and asynchronously according
to the needs of each individual in an effort to help improve the quality and effectiveness
of learning.
( c'est l’occasion opportum pour inciter les étudiant à mieux développer leur capacité
de faire l'autoformation)With the development of the times that have entered the
revolutionary era 4.0, one of which is marked by the rapid development of electronic
applications that can help carry out activities in the field of education.Research
conducted by Ericha W.P (2020) states that the use of zoom, google classroom, Google
meet,schoology, and edmodo applications can be carried out effectively even though
there are technical obstacles at unexpected times regarding the lack of an unsupportive
internet connection.
( Avec la formation distance le rôle de feedbak devient crucial dans l,opération

d’apprentissage et aussi dans l’évaluation des acquis des formés après des séances de
formation dont le contact humain recule eremplacé par la force de la nouvelle
technologie).
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Review of literature

online feedback is information from an educator, peer, or other in an online format,

II. Types Of feedback

Formative assessment provides learners with opportunities to both receive and

postings—which subsequently promotes students’ satisfaction with the course

It is an effective way of teaching to bring out the best in students.E-learning technology

( Avec la formation distance le rôle de feedbak devient crucial dans l,opération

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