Work

Feedback for thought: examining the influence of feedback constituents on learning experience

Year: 2016

Type: article

Abstract: Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using Partial Least Squares. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner's experience. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experience – necessitating the establishment of learner's reflective lenses to guide them towards such reflection.

Source: Studies in Higher Education

DOI: 10.1080/03075079.2016.1156665

Authors: Chadi Aoun, Savanid Vatanasakdakul, Karyne Ang

Institutions: Carnegie Mellon University Qatar, Carnegie Mellon University, Macquarie University, University of Technology Sydney

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: University of Technology Sydney