Differential Effects of Instructor Feedback and Computerized Feedback in Online Learning

Feedback is increasingly given in electronic channels, and the ability of information systems to generate feedback continues to increase in the meantime. In online learning, computerized feedback generated by information systems can reduce instructors’ workload as well as enhance learners’ self-regulation. However, information systems research lacks a systematic examination of the relative effects of computerized feedback and instructor feedback in online learning. The current study aims to fill this gap. Specifically, this study examines how different feedback choices, i.e., feedback source and feedback sign, influence online learners’ information processing and perceived social support, which in turn influence their learning outcomes. A laboratory experiment will be conducted to test the proposed hypotheses. Theoretically, this study is expected to add knowledge to feedback and human-computer interactions research. Practically, this study has potential to guide the design and management of online feedback systems.