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Makale Özeti:
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In distance education, providing feedback on student work has a key role in facilitating
learning and teacher- student dialogue. This article examines the distance learning
context and providing feedback in this great but challenging system. It draws on the
experiences of 200 distance learners enrolled in different programs in the Open
Education Faculty at Anadolu University in Turkey.
Its purpose is to find out whether distance students are provided any feedback by their
faculty, whether they think that feedback provision is beneficial in distance learning
process, and lastly whether they would like their faculty to provide them with some
feedback. The survey is based on a questionnaire including three questions to which
distance learners can respond briefly as yes or no and, if desired, they can expand their
ideas with their own sentences.
The results of the study suggest that distance learners are , on the whole, provided no
feedback. Of 200 DL, 180 % of them regard feedback provision as a beneficial part of
their distance learning process and want to have some feedback mechanisms in their
faculty, yet 20% of the learners think just the opposite by saying that it is not
something beneficial and they do not need it.
In the conclusion part, considering the high proportion in demand of feedback
provision, certain feedback mechanisms will be introduced to make the distance
learning process more appealing, encouraging, and fruitful for distance learners.
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