Enabling Students’ Uptake of Feedback

Abstract

In light of a new paradigm to feedback, the focus shifts from how and when instructors deliver feedback to how the learning environment and the feedback practices sustain agentic behavior on feedback. Feedback produces learning if the students are given the opportunity to use and to act on it, and thus to move forward. Ample research on innovative models and designs for feedback and assessment in higher education courses exist. However, a one-size-fits-all model does not exist. Each university setting represents a unique case, and hence the replicability of a model is impossible. This poses a challenge for innovative higher education institutions (HEIs) that consider the promotion of students’ agency on feedback, a distinguishing attribute for their learning experience onsite, and in the Covid-19 inflicted transition to remote instruction. This study used content analysis to investigate how feedback and assessment feedback design, in the online component of a blended course in English for Academic Purposes, can sustain opportunities for feedback encounters and enable student uptake of feedback. After exploring the process of assessment and feedback design, different agents of the course and potential feedback encounters were mapped and analyzed in a sociocultural perspective. An established matrix of feedback for learning was used to investigate and code the feedback encounters generated in the course. The results of the content analysis indicated satisfactory student uptake of feedback and opportunities for potential feedback encounters before, during, and after the assessment. Additionally, the results pointed to the need for more feedforward and self-regulatory commentaries.

Citation

Moni, A. (2023), "Enabling Students’ Uptake of Feedback", Visvizi, A., Lytras, M.D. and Al-Lail, H.J. (Ed.) Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced Approaches to Teaching and Learning (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 129-145. https://doi.org/10.1108/978-1-80382-517-520231008