Educators' Perceptions of Automated Feedback Systems

Autor/inn/en	Debuse, Justin C. W.; Lawley, Meredith; Shibl, Rania
Titel	Educators' Perceptions of Automated Feedback Systems
Quelle	In: Australasian Journal of Educational Technology, 24 (2008) 4, S.374-386 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Student Evaluation; Automation; Feedback (Response); Higher Education; Technology Uses in Education; Business Administration Education; Faculty Workload; Program Effectiveness; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten
Abstract	Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to facilitate quality feedback, whilst not impacting adversely upon staff workloads. Hence the research question of this study is "How do academic staff perceive the usefulness of an automated feedback system in terms of impact on workloads and quality of feedback?" This study used an automated feedback generator (AFG) across multiple tutors and assessment items within an MBA course delivered in a variety of modes. All academics marking in the course completed a survey based on an adaptation of the "unified theory of acceptance and use of technology" (UTAUT) model. Results indicated that while the workload impact was generally positive with savings in both cost and time, improvements and modifications to the system could further reduce workloads. Furthermore, results indicated that AFG improves quality in terms of timeliness, greater consistency between markers and an increase in the amount of feedback provided. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10