Abstract
The immediate shift to virtual instruction during the spring of 2020 forced educators worldwide to quickly adopt distance learning philosophies, technologies, and pedagogies. This lean adoption of virtual learning tools saw an unprecedented number of educators embrace new modalities of providing feedback to students. This paper explores those modalities and recommends that supervisors help educators situate personalized student feedback within the context of self-determination theory to ensure students' needs for competence, autonomy, and relatedness are not abandoned in a virtual learning environment characterized by isolation and loneliness.
Recommended Citation
Carby, N. (2023). Personalized Feedback in a Virtual Learning Environment. Journal of Educational Supervision, 6 (1). https://doi.org/10.31045/jes.6.1.3
DOI
10.31045/jes.6.1.3
Included in
Curriculum and Instruction Commons, Elementary and Middle and Secondary Education Administration Commons, Online and Distance Education Commons