Abstract
Feedback techniques, including computer-assisted feedback, have had mixed results in improving student learning outcomes. This project addresses the effect of type of feedback, simple or elaborate, for both short-term comprehension and long-term outcomes. A sample of 75 graduate nursing students was given a total of ten examinations. Four examinations provided tutorials in which the students received one of two types of feedback, simple or elaborate. Five examinations provided tutorials with no feedback. A comprehensive final examination compared initial content and final scores. This study found no significant differences between the types of feedback the students received. The mean scores were significantly higher on the four examinations where the students received feedback than on the five examinations with no feedback on tutorials. The comparison between the individual examinations and the similar content portion of the final examination indicated a significant drop in each of the four examinations where feedback was given and a significant improvement in four of the five examinations where no feedback was given.
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Elder, B.L., Brooks, D.W. Simple Versus Elaborate Feedback in a Nursing Science Course. J Sci Educ Technol 17, 334–340 (2008). https://doi.org/10.1007/s10956-008-9103-9
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DOI: https://doi.org/10.1007/s10956-008-9103-9