Feedback Practices in Interactive Classrooms: Creating a Learner-centered Classroom

By Max Kopelman and Markus Vayndorf.

Published by The International Journal of Humanities Education

Format Price
Article: Print $US10.00
Published online: January 20, 2015 $US5.00

In response to the need for undergraduate faculty in higher education to learn how interactive feedback teaching practices could improve student learning, a two-sided Feedback Evaluation Survey Form was created. This self-report study examined how undergraduate teaching candidates at a northeastern college evaluated 25 Likert-based statements of instructor-student dialogue during classroom discussion and assessment. The other side of the evaluation form asked students to write their impressions of how instructor feedback was useful for classroom discussion, writing assignments, the midterm exam, and their future teaching careers. The results of the study found that a high percentage of students believed that interactive feedback could advance their academic, cognitive, and affective skills. Undergraduate faculty may learn from this study developing feedback practices can create an interactive student-based classroom.

Keywords: Feedback, Interactive, Student-centered Learning

The International Journal of Humanities Education, Volume 12, Issue 2, January 2015, pp.13-25. Article: Print (Spiral Bound). Published online: January 20, 2015 (Article: Electronic (PDF File; 728.100KB)).

Dr. Max Kopelman

Associate Professor, Undergraduate Division, Education Department, Touro College, New York City, New York, USA

Max Kopelman is currently an Associate Professor in the Education Department. He is teaching courses in Literacy and Educational Psychology. He received a doctorate in Educational Administration from Teachers College, Columbia University; M.S. Degree in Educational Administration from Baruch College/CUNY; M.A. Degree in Social Studies from Brooklyn College/CUNY; and a B.A. in History from Brooklyn College/CUNY. He recently published two articles entitled “Self-Regulatory Instruments in Fieldwork Programs” and “A Learner-Centered Approach to Teaching Literacy.” They were published in 2009 and 2011 in the Academic Exchange Quarterly Journal. He a proposal for A Manual for Mental Health Counseling Internships at the Humanities Conference in Budapest, Hungary in 2013.

Markus Vayndorf

Adjunct Professor, Mathematics Department, Touro College, New York, New York, USA

Markus Vayndorf is aTouro College Adjunct Lecture in the School of General Studies Department of Mathematics.