Students’ Perceptions of Electronic Feedback as an Alternative to Handwritten Feedback: One University’s Inquiry

Nanette Edeiken-Cooperman, Carolyn L. Berenato


This study explored the area of effective feedback and whether undergraduate students prefer electronic or handwritten feedback. In teacher training programs this determination has become crucial because of the escalation in the number of formative assessments replacing summative assessments. A mixed methodology design was completed that involved participants that were undergraduate students who were education majors enrolled in the spring of 2013. An online application of a survey was used for data collection that was composed of 29 close-ended questions and 4 open-ended questions. The survey’s closed-ended questions referred to demographic information, as well as preference questions concerning feedback in the form of handwritten or electronic responses.

The researchers found that the participating undergraduate students who were either Elementary Education majors or double majors in Elementary Education and Special Education were equally split in their preference, with 50% preferring handwritten and 50% preferring electronic feedback. In addition, the results consisted of four identified themes; personal, efficiency, legibility, and individualization. The striking conclusion was that students reported overwhelmingly that handwritten feedback was preferred because it gave them the ability to establish a more personal rapport with their professors.

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


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