Provide a smaller main idea with limited information. Also, analyze the evidence below using evidence; do not include personal opinions. Develop a strong lead-out phrase to conclude the information. To generate the lead-out, writers ask themselves questions such as: What is the lasting impression I want this paragraph to have? Ultimately, what is this paragraph's argument about? What is the overall significance of the idea presented? A strong lead-out sentence wraps up your paragraph neatly for the reader. 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.

References

Gredler, J. (2018). Post secondary online students preferences for text-based instructor feedback international journal of teaching in higher education,30(2), 195-206