One of the most important learning activities of a student at the university are collaborative activities which have a positive effect on the learning skills of students. In the last decades and especially in the last years due to the COVID-19 pandemic, there has been a huge increase in offers to learn in virtual environments. This increase led to the need for professional pedagogical support within the unique environment, which can be addressed by E-tutors. This learning facilitation role becomes increasingly important. Nevertheless, the number of concrete recommendations when interventions are needed is rare. The aim of this study is to fill the gap in the literature when the E-tutor needs to give feedback to students in higher education. The results are derived from a systematic literature review and a qualitative content analysis. The findings indicate that feedback needs to be given in a close timeframe, at best within the first two hours after a question arises.
| Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:85653 |
| Date | 31 May 2023 |
| Creators | Steinke, Hannah, Schmidt, Sebastian, Altmann, Mattis |
| Contributors | Hochschule der Deutschen Gesetzlichen Unfallversicherung (HGU), Technische Universität Dresden, Technische Universität Dresden |
| Publisher | TUDpress - Verlag der Wissenschaften |
| Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
| Language | English |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, doc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 978-3-95908-241-9, urn:nbn:de:bsz:14-qucosa2-848672, qucosa:84867 |
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