Optimizing Distance E-Learning: The Role of Feedback Timing and Learning Styles in Enhancing Student Outcomes

Aims: The aim of this study is to explore the interaction between feedback timing (immediate via mobile learning vs. delayed via Moodle) and learning styles (active vs. reflective) and their effect on the acquisition of blogging design skills and satisfaction in a distance e-learning environment.

Study Design: A factorial experimental design (2 × 2) was employed, dividing 67 students from a distance learning program into four groups: active learners with immediate feedback, active learners with delayed feedback, reflective learners with immediate feedback, and reflective learners with delayed feedback. Feedback was delivered synchronously via mobile tools for immediate feedback, and asynchronously via Moodle for delayed feedback.

Methodology: Data were gathered using an observation checklist for blogging design outputs, a satisfaction scale for the e-learning environment, and the Felder-Silverman Learning Styles Model to categorize students.

Results: The study revealed significant differences in skill acquisition between students who received immediate feedback and those who received delayed feedback. Active learners performed better than reflective learners in both practical skills and satisfaction. However, no significant interaction between feedback timing and learning style was found regarding satisfaction with the e-learning environment.

Conclusion: Immediate feedback through mobile learning tools enhances practical skill acquisition, particularly for active learners. The study recommends incorporating mobile learning for immediate feedback and conducting workshops for faculty to enhance their feedback strategies in e-learning environments.