标题：Constructing Quality Feedback to the Students in Distance Learning: Review of the Current Evidence with Reference to the Online Master Degree in Transplantation
摘要：Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complex and ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n=117 spread over three modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutional background and also ethnic barriers. In addition to the challenges faced in designing the curriculum and assessment that match this diverse group of students, we have to deliver a quality feedback to achieve our leaning objective. How would we construct and deliver this feedback to students you have not seen (in a virtual classroom) and may be on a different continent of this busy planet? Methods: We analysed the published data on feedback with reflection on the nature of this course and the pedagogy used while considering the diversity of the students joined this course Conclusion: In this distance-learning course constructing a quality feedback to the students is more technically demanding compared to a traditional course. Students in distance learning need much more support and feedback than in a traditional course. There is a potential threat that these students feel isolated in their own online world and may not engage with this virtual educational environment properly.
其他摘要：Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complex and ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n=117 spread over three modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutional background and also ethnic barriers. In addition to the challenges faced in designing the curriculum and assessment that match this diverse group of students, we have to deliver a quality feedback to achieve our leaning objective. How would we construct and deliver this feedback to students you have not seen (in a virtual classroom) and may be on a different continent of this busy planet? Methods: We analysed the published data on feedback with reflection on the nature of this course and the pedagogy used while considering the diversity of the students joined this course Conclusion: In this distance-learning course constructing a quality feedback to the students is more technically demanding compared to a traditional course. Students in distance learning need much more support and feedback than in a traditional course. There is a potential threat that these students feel isolated in their own online world and may not engage with this virtual educational environment properly.
