Thesis (Ph. D.)--New York University, School of Education. / Also on film. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--Ohio State University, 1968. / Includes vita. Includes bibliography references (leaves 89-92). Available online via OhioLINK's ETD Center.

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Thesis (M.S.)--Boston University / This thesis develops the proposition that the feedback activities of human communication processes must operate effectively if a society, a community, of any social unit survives this complex, fast changing era. The concept of feedback as described in this thesis has not been employed in the typical public relations function. The term is widely used in a rhetorical sense of a plea for institutions to "listen" better. As an essential factor in the communication process, it is as yet a little understood phenomenon of the times. [TRUNCATED]

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This study addresses student perceptions of screencasted feedback compared to traditional written comments. Screencasts allow instructors to provide audio-visual feedback on a student's essay that is captured directly from the instructor's computer using a screencasting software. Using survey results from 31 first year composition students, this study found that students generally perceived screencasted feedback to be easier to understand, more engaging, and more helpful than traditional written comments. It also found that students perceived a stronger rapport between themselves and their instructor after receiving screencasted feedback, and that students generally prefer receiving screencasted feedback over written comments on their essays. This study was not able to discern if student writing improved more with screencasted feedback compared to written comments, nor was it able to definitively say if students were more motivated to improve their writing after receiving screencasted feedback. / Master of Arts

<p>This thesis examines if house-owners are prepared to reduce energy use by means of accessing more information on electricity consumption. The goal has been to examine whether house-owners are interested in details such as knowing what impact various installations and electrical appliances have on the overall consumption, and to present examples of various solutions available for solving this task. The aim has also been to present recommendations on what features such a system should hold, and to suggest how it can be designed.</p><p>An orientation has been made on the electricity metering market for electricity trading, to examine what information is available to households today. Research in the topic of electricity feedback suggests that today's public methods are generally not as effective as other solutions with greater saving potential. The concept of Disaggregated Electricity Feedback (DEF) has been introduced and is intended to give effective feedback, contributing to a better understanding of the household electricity consumption. Study's main goal has been to investigate house owner’s interest in what DEF is aiming to achieve. The results show there is a strong interest for house-owners having access to what DEF is supposed to provide. Another result obtained in this work is that a potential product equipped with the DEF may be of interest to other parties. With technology changes taking place in the electricity market, opportunities are created for electricity companies to offer their customers completely new and customized services, where a DEF-product may have a number of possible uses.</p>

This thesis examines if house-owners are prepared to reduce energy use by means of accessing more information on electricity consumption. The goal has been to examine whether house-owners are interested in details such as knowing what impact various installations and electrical appliances have on the overall consumption, and to present examples of various solutions available for solving this task. The aim has also been to present recommendations on what features such a system should hold, and to suggest how it can be designed. An orientation has been made on the electricity metering market for electricity trading, to examine what information is available to households today. Research in the topic of electricity feedback suggests that today's public methods are generally not as effective as other solutions with greater saving potential. The concept of Disaggregated Electricity Feedback (DEF) has been introduced and is intended to give effective feedback, contributing to a better understanding of the household electricity consumption. Study's main goal has been to investigate house owner’s interest in what DEF is aiming to achieve. The results show there is a strong interest for house-owners having access to what DEF is supposed to provide. Another result obtained in this work is that a potential product equipped with the DEF may be of interest to other parties. With technology changes taking place in the electricity market, opportunities are created for electricity companies to offer their customers completely new and customized services, where a DEF-product may have a number of possible uses.

Sammanfattning Syfte och frågeställningar Denna studie syftar till att undersöka vilket syfte lärare i idrott och hälsa har med olika typer av feedback. Studien ämnar även undersöka hur elever uppfattar att de påverkas av lärargiven feedback samt undersöka om de olika formerna av feedback tas emot olika beroende på om eleven är kille eller tjej. Vilka intentioner har lärare med sin verbala feedback till elever? Vilka känslor uppkommer hos elever vid olika typer av lärargiven feedback? Hur påverkas elevers engagemang vid olika typer av lärargiven feedback? Tas den lärargivna feedbacken emot olika beroende på om eleven är tjej eller kille? Metod I studien används två metoder. Intervju används för att besvara den första frågeställningen medan enkät används för att besvara den andra, tredje och fjärde frågeställningen. Urvalet för den första frågeställningen bestod av en kvinnlig och en manlig lärare i idrott och hälsa. Intervjuer genomfördes med dessa lärare och därefter bearbetades det insamlade materialet. Urvalet för de tre sista frågeställningarna bestod av 103 elever från samma skola som de två lärarna arbetade på. Enkäterna bearbetades i frekvenstabeller i Microsoft Excel och Defgo och presenterades i form av diagram. Resultat Resultaten från studien visar att lärarnas syfte med olika typer av feedback till eleverna var att motivera, engagera, få ut maximal prestation samt korrigera utförandet av något. Svars- alternativet positiva känslor angavs av 90 procent av eleverna på enkätfrågan gällande elevernas känslor vid positiv feedback. Svarsalternativ fyra och fem (ökat engagemang) angavs av 85 procent av eleverna på enkätfrågan gällande elevernas engagemang vid positiv feedback. Skillnaderna mellan tjejerna och killarna översteg aldrig 8 procent beträffande känslorna i någon av kategorierna av feedback. Slutsats Lärarnas huvudsakliga syfte med feedback är att motivera och engagera eleverna. Positiv feedback är den form av feedback som tycks uppskattas mest av eleverna. Resultatet från denna studie tyder på att några markanta skillnader i hur tjejer och killar uppfattar feedback inte tycks finnas. / <p>Studiegång Idrott, fritidskultur och hälsa skolår 7-9. Ht 2013</p>

Research in the area of feedback seeking behaviors (Ashford & Cummings, 1983) has failed to examine the impact of a supervisor's feedback style on a subordinate's subsequent feedback seeking. This is an important area for investigation due to the positive relationship between feedback seeking and performance. Deci and Ryan's cognitive evaluation theory suggests that intrinsic motivation may be an important mediator between feedback style and FSB in that feedback style impacts an individuals desire for mastery of his or her environment which is related to feedback seeking in Ashford and Cumming's model. It is hypothesized that a controlling, in contrast to an informational, feedback style will decrease feedback seeking. It was found that feedback style, while it did impact intrinsic motivation, did not have an effect on feedback seeking behaviors. The valence of the feedback also impacted intrinsic motivation but only had a marginally significant effect on feedback seeking from the experimenter and no effect on feedback seeking from the task itself. Feedback style and valence did not interact to effect level of intrinsic motivation or FSB. In only one case, the effect of feedback valence on feedback seeking from the experimenter, did it appear that intrinsic motivation acted as a mediator. Possible explanations for the results are discussed, including the nature of the task itself. / Master of Science