Lammey Christina, Frangieh Jihane, Humphrey Katherine G, Lehmann Julia, Thompson Brett, Hughes Vickie
Johns Hopkins School of Nursing, 525 N. Wolfe Street, Baltimore, MD 21205, United States of America.
Nurse Educ Today. 2025 Mar;146:106510. doi: 10.1016/j.nedt.2024.106510. Epub 2024 Nov 23.
Meaningful, formative feedback from faculty to students in the online academic setting promotes the faculty-student relationship and encourages learning.
The aim of this review is to determine the best practices for providing student feedback from faculty in an online setting.
Integrative review of the literature encompassing both quantitative and qualitative studies.
Comprehensive search of four databases: PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Education Resource Information Center (ERIC), limited to articles published between 2014 and 2024.
Articles were included that reported on faculty-student feedback practices in the undergraduate level or above.
Of the 362 articles screened, thirteen were deemed appropriate for this review. Themes explored from the results were multimodal feedback approaches, faculty proficiency in technology, timely feedback practices, content of feedback, and student engagement in feedback.
Nurse faculty members who are well-educated on best practices of providing formative feedback to students in an online setting are best equipped to mentor and teach students in modern academic settings. Audiovisual feedback is well received by students and promotes connectedness between students and faculty. Technological tools in the learning management system, such as screen capture recordings and tracking feedback clicks, may be useful in providing feedback in the online setting. Student engagement with feedback and the level of student feedback literacy were found to be important aspects of the feedback process. Future research should focus on student feedback literacy and the use of artificial intelligence in faculty-to-student feedback.
在在线学术环境中，教师向学生提供有意义的形成性反馈有助于促进师生关系并鼓励学习。
本综述的目的是确定在在线环境中教师向学生提供反馈的最佳实践。
对包括定量和定性研究在内的文献进行综合综述。
全面检索四个数据库：PubMed、Embase、护理及相关健康文献累积索引（CINAHL）和教育资源信息中心（ERIC），仅限于2014年至2024年发表的文章。
纳入报道本科及以上水平师生反馈实践的文章。
在筛选的362篇文章中，有13篇被认为适合本综述。从结果中探索的主题包括多模式反馈方法、教师的技术熟练程度、及时反馈实践、反馈内容以及学生对反馈的参与度。
在在线环境中接受过向学生提供形成性反馈最佳实践良好教育的护理教师，最有能力在现代学术环境中指导和教导学生。视听反馈受到学生的欢迎，并促进学生与教师之间的联系。学习管理系统中的技术工具，如屏幕录制和跟踪反馈点击，可能有助于在在线环境中提供反馈。发现学生对反馈的参与度和学生反馈素养水平是反馈过程的重要方面。未来的研究应关注学生反馈素养以及人工智能在师生反馈中的应用。
