Enhancing Feedback in Higher Education: Students' Attitudes towards Online and In-Class Formative Assessment Feedback Models

Autor/in	McCarthy, Josh
Titel	Enhancing Feedback in Higher Education: Students' Attitudes towards Online and In-Class Formative Assessment Feedback Models
Quelle	In: Active Learning in Higher Education, 18 (2017) 2, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417707615
Schlagwörter	Feedback (Response); Higher Education; Computer Mediated Communication; Cooperative Learning; Criticism; Formative Evaluation; Electronic Learning; Teacher Student Relationship; Social Media; Tutorial Programs; Peer Evaluation; Online Surveys; Student Surveys; Student Attitudes; Blended Learning; Introductory Courses; Design; Animation; Likert Scales; Statistical Analysis; Foreign Countries; College Students; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Kooperatives Lernen; Kritik; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Medien; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schülerbefragung; Schülerverhalten; Einführungskurs; Likert-Skala; Statistische Analyse; Ausland; Collegestudent; Australien
Abstract	This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via "the Café," an e-learning application hosted by "Facebook." Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted work-in-progress to a forum in "the Café," and critiqued their peers' submissions. The three feedback measures were evaluated by the participating students at the end of each semester, in the form of an online survey, which provided the opportunity to critically reflect on the experience. The results of the student experience are discussed in light of the growing use of online spaces for collaborative learning and peer feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01