A Role for Technology in Enhancing Students' Engagement with Feedback

Autor/inn/en	Parkin, Helen J.; Hepplestone, Stuart; Holden, Graham; Irwin, Brian; Thorpe, Louise
Titel	A Role for Technology in Enhancing Students' Engagement with Feedback
Quelle	In: Assessment & Evaluation in Higher Education, 37 (2012) 8, S.963-973 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.592934
Schlagwörter	Feedback (Response); Computer Uses in Education; Educational Technology; Learner Engagement; Undergraduate Students; Student Experience; Student Evaluation; Grades (Scholastic); Evaluation Criteria; Semi Structured Interviews; Thematic Approach; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Computernutzung; Unterrichtsmedien; Studienerfahrung; Schulnote; Studentische Bewertung; Notenspiegel; Themenzentrierter Unterricht; Ausland; Großbritannien
Abstract	This paper explores the potential of technology-enabled feedback to improve student learning. "Technology, Feedback, Action!: The impact of learning technology upon students' engagement with their feedback" aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students' engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10