MEAL PLAN

Post your initial 1- to 2-paragraph response that addresses the following: 1. Add a lead-out sentence to the existing paragraph you have developed of main idea, evidence, and analysis. 2. Additionally, reflect on the process of writing the lead-out. Pose any questions and/or explain challenges that came up during the process.

Main Idea Gredler's (2018) research illuminates the transformative power of well-crafted text-based instructor feedback in online postsecondary education. The study not only highlights its positive impact on student engagement and learning outcomes but also offers valuable insights for enhancing the online learning experience. By incorporating detailed and specific feedback within comments, educators can cultivate a more interactive learning environment, contribute to the ongoing dialogue on best practices for online instruction, and ultimately empower students to become more self-directed and effective learners. Evidence 1 Gredler's (2018) exploration of student preferences revealed a strong desire for "proximal, detailed, supportive feedback" (p. 202) that aids in refining writing skills and comprehending instructor evaluations. This preference suggests that text-based feedback allows instructors to provide targeted and specific guidance that directly addresses student needs. Unlike more generic feedback mechanisms like multiple-choice options or short written remarks, text comments enable instructors to pinpoint areas requiring improvement. For instance, an instructor might identify a sentence lacking clarity and suggest alternative phrasing options that enhance conciseness and flow. This level of detail not only improves a student's understanding of the specific issue but also equips them with transferable skills for crafting stronger arguments and refining their writing across different contexts. Evidence 2 The study further emphasizes the value students place on feedback that fosters the development of writing skills, a skill crucial for success in both academic and professional settings (Gredler, 2018). Text-based feedback offers a unique advantage in this regard by allowing instructors to leverage the written format to provide constructive criticism that goes beyond simply identifying errors. Instructors can use text comments to not only highlight areas of strength that the student can build upon but also offer suggestions for improvement tailored to the specific assignment. For example, an instructor might commend a student's insightful analysis while recommending additional resources to strengthen the argument or provide alternative perspectives to consider. This targeted approach allows students to hone their writing skills in a focused and meaningful way, leading to improved communication and critical thinking abilities that translate beyond the online classroom and equip them for lifelong learning.

Analyze that evidence in the context of the argument you are making. Additionally, reflect on the process of analyzing the evidence. Pose any questions and/or explain challenges that came up during the process. As I reflected on this process of analyzing the evidence, I encountered a few challenges that made me pause. One of the biggest struggles was ensuring that I did not fall into the trap of simply summarizing the evidence without adding my own interpretation. It is easy to restate what the research shows, but the real challenge is asking why this matters and how it connects to the bigger argument I am making. I had to remind myself not just to explain what Gredler said but also to explore how this evidence fits into my point about the value of personalized feedback. Another challenge I faced was ensuring that the explanation was neither too detailed nor too vague. I did not want to over-explain the evidence, but at the same time, I did not want to leave any gaps where the connection between the evidence and my argument was unclear. Finding that balance was tricky, but it made me realize how important it is to be clear and focused in academic writing. Throughout this process, I also began to think about how this evidence could apply outside of the classroom. For example, how might detailed feedback in the workplacesuch as on a report or presentationhelp someone improve their communication skills? That is something I had not fully considered before, but it shows that the skills students develop from receiving detailed feedback extend beyond just school assignments. It can be a valuable tool in any setting where clear communication and continuous improvement are important. Reflecting on that, I realize that the process of analyzing evidence is not just about looking at what the research says, but also thinking about how it can be applied in broader, real-world contexts.

References Gredler, J. (2018). Postsecondary online students' preferences for text-based instructor feedback Links to an external site.Links to an external site.Links to an external site.Links to an external site.. International Journal of Teaching and Learning in Higher Education, 30(2), 195-206