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feedback among teacher and students iinn oooonnlliine ccccolllllaaabborattttiiiiveeeee llllleeeeearning in small groooouuups  \nDistribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups  \nCésar Coll  \n[ccoll@ub.edu](ccoll@ub.edu)  \nUniversitat de Barcelona, Spain  \nMaría José Rochera  \n[mjrochera@ub.edu](mjrochera@ub.edu)  \nUniversitat de Barcelona, Spain  \nInés de Gispert  \n[inesdegispert@ub.edu](inesdegispert@ub.edu)  \nUniversitat de Barcelona, Spain  \nFrida Díaz-Barriga  \n[diazfrida@prodigy.net. mx](diazfrida@prodigy.net. mx)  \nUniversidad Nacional Autónoma de México, México  \nAbstract  \nThis study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1= 629 & N2=224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs . The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation . This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show the importance of the temporal dimension for understanding how, when and for what purpose the teacher and students provide feedback to the other participants.  \nKeywords  \nDistributed feedback; e-feedback; Elaboration feedback; Formative feedback;  \nOnline learning environment.  \nC.Coll, M.J.Rochera, I.De Gispert and F.Díaz-Barriga  \nDigital Education Review-Number 23, June 2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 27)[ 27](http://greav.ub.edu/der/ 27)  \nI. Introduction  \nFormative feedback is generally considered to be one of the key elements for supporting and promoting knowledge building in online learning environments. The characteristics of these environments, especially the possibility they offer participants to interact in multiple directions, increases the opportunities for giving and receiving feedback (Gikandi, Morrowa & Davis, 2011; JISC, 2010), which in turn can help to improve students’ learning. Recent research conducted from a situated and dialogic perspective considers feedback to be a joint and shared responsibility of both teacher and students (Dysthe, Lillejord, Vines & Wasson, 2010; Yang & Carless, 2012) . However, little attention has so far been paid to the analysis of teacher and student feedback in the same online environment, despite the fact that some studies have shown that all participants, and not only teachers, may help to sustain and promote the social, cognitive and communicative processes involved in online learning (Anderson, Rourke, Garrison & Archer, 2001; Garrison, Anderson & Archer, 2000; Tallent-Runnels et al., 2006; Zhu, 2006; Coll, Engel & Bustos, 2009) . This paper analyses the distribution among participants (i.e . teacher and students) of feedback given to support online collaborative learning in small groups.  \nII. Literature review and theoretical framework  \nOur interest in studying the feedback given by participants in the context of online collaborative learning derives from the results of several studies that have highlighted how difficult it can be in such settings to enable high-quality interactions among students and to ensure that they develop in-depth and meaningful knowledge (Akyol, Garrison & Ozden, 2009; Häkkinen, 2004; Kanuka & Gar","cbCaiuKl0dMg7Pjs","https://ap.wps.com/l/cbCaiuKl0dMg7Pjs","pdf",134852,"English","# Introduction\n# Literature review and theoretical framework","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on the characteristics and distribution of feedback provided by a teacher and her students inside an online collaborative learning environment.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"The analysis uses 853 submissions from two groups of graduate students and their teacher, who collaboratively developed a rubric for evaluating teaching skills using the Knowledge Forum platform.\"},{\"question\":\"What types of feedback do teacher and students provide?\",\"answer\":\"Both the teacher and some students provide verification and elaboration feedback related to learning content, academic tasks, and social participation.\"}]","Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups - Abstract | PDF",1792091035]