|1||13-Jan||Course Introduction, How the Internet Works,Chapter 1|
|2||20-Jan||HTML BasicsChapter 2|
|3||27-Jan||Configuring Color and Text with CSSChapter 3|
|4||3-Feb||Visual Elements and Graphics – Chapter 4|
|5||10-Feb||Web Design – Chapter 5||Assessment 1 – HTML (10 points)|
|6||17-Feb||Page Layout – Chapter 6|
|7||24-Feb||Hyperlinks, Layouts, and Mobile Chapter -7||Assessment 2 – HTML and CSS (10 points)|
|8||2-Mar||Table Chapter 8|
|9||9-Mar||NO CLASS – Spring Break|
|10||16-Mar||Forms – Chapter 9||Assessment 3 – Debugging (10 points)|
|11||23-Mar||Web Development – Chapter 10|
|12||30-Mar||Web Multimedia and Interactivity Chapter 11||Assessment 4 – Table and Forms (10 points)|
|15||20-Apr||NO CLASS – Student Research Conference|
|16||27-Apr||Review for Final Exam|
|17||4-May||Final Exam, 3:00-5:30, 4040, Room 409|
Have you ever thought about how essential feedback is to performing a task. This feedback comes in a multitudes of formats. In researching types of feedback we encounter daily there are at least 13 types of feedback. These types include:
- Administrative feedback provides students information about due dates, technology formats and other housekeeping issues (Blignaut & Trollip, 2003).
- Affective feedback acknowledges learner participation and offers support. Provides comments not on the academic learning acknowledges that the instructor is listening to the learner (Blignaut & Trollip, 2003; Clore, Wyer, Dienes, Gasper, Gohm, & Isbell, 2001).
- Corrective feedback provides the learner with information about personal performance and aims to redirect learning when errors are present (Mory, 1992).
- Praise feedback provides the learner positive reinforcement about performance on a task (Campanella Bracken, Jeffres, & Neuendorf, 2004).
- Informative feedback comments on a learner’s performance (Blignaut & Trollip, 2003).
- Socratic feedback poses reflective questions to the learner in order to stimulate deeper learning (Blignaut & Trollip, 2003).
- Motivational feedback consists of comments or actions that focus on the unique needs of the learner with the intent to keep the student engaged as opposed to corrective feedback which focuses on content (Smith & Ragan, 1999; Jones, 2010; Wilbert, Grosche, & Gerdes, 2010).
- Social feedback provides information to a learner about the accuracy of his or her response from peers, mentors and observers (Zimmerman & Kitsantas, 2002).
- Future-focused feedback provides students with feedback which will assist the student apply new concepts to future actions (Getziaf, Perry, Toffner, Lamarche & Edwards, 2009).
- Peer feedback occurs when students communicate and learn from each other without immediate intervention of the instructor (Ertmer, et al., 2010).
- Self-regulating feedback provides learners prompts and comments to help the learner stay on task (Chang M. M., 2005).
- Computerized feedback provides computer generated audio summative and formative feedback with or without a textual supplement (Pyke, 2007). Numerous studies researched effectiveness of computerized feedback not only in fully online classes but also in face-to-face learning environments.
- Technical feedback provides the learner with answers to technical issues such as computer access, software navigation and learning management support (Pyke, 2007).