Volume Two - Academic Conferences

Can the Medium Extend the Message? Using Technology
to Support and Enhance Feedback Practices
Mekala Soosay
Leeds Metropolitan University, Leeds, UK
m.soosay@leedsmet.ac.uk
Abstract: The research reported in this paper investigates the use of technology-supported feedback that
enhances student understanding/learning. According to the UK National Student Survey (NSS) which gives final
year undergraduates the chance to reflect on their course and to have their views heard, students are markedly
less positive about feedback on their assessments than about other aspects of their learning experience. Thus,
there is strong rationale to provide more effective feedback that enhances understanding and learning by
exploiting the potential benefits that Technology Enhanced Learning (TEL) has to offer, whilst reducing the
burden on tutors as being the sole providers of feedback (Sadler 2010). These issues are addressed in this
research, which is a small-scale evaluation project using a mixture of quantitative and qualitative methods,
exploring the role of technology in the process of giving and receiving feedback on the final year BSc. (Hons)
Computing programme at Leeds Metropolitan University (Leeds Met). The primary data is obtained from a mixed
method approach using questionnaires and interviews. The research findings suggest that although tutors apply
a variety of feedback mechanisms dependent upon the nature of the learning, teaching and assessment (LTA)
design of their modules, students do not hold a uniform view of what effective feedback means and how it could
be used to enhance their understanding and learning. It is also found that students perceive feedback as being
useful when it is mediated through a guided dialogic process where a common consensus is more likely to be
arrived at. It is interesting to note that characteristics of effective feedback in face-to-face delivery are not
diminished in blended learning delivery. The results have implications for increasing awareness in students on
how to recognise what constitutes feedback, as well as how to use it. The results also support the evidence that
when technologies that maximise dialogue and learning as shared discussion of tasks are used appropriately, the
emphasis shifts from delivering instruction to producing learning. Further, the findings propose that in supporting
time-starved tutors who are under pressure to provide effective feedback, the pedagogic opportunities that
technology affords can be suitably harnessed for collaborative learning, in particular self and peer feedback
provision. Within Higher Education (HE) curricula, this translates as an opportunity to promote self-regulation
through independence and personal ownership of learning, increasing students’ ability to self-assess and selfcorrect,
skills which form the hallmarks of undergraduate education. The paper concludes with recommendations
to influence existing feedback practices through technology-supported activities to benefit students’ learning
experiences.
Keywords: technology-enhanced feedback, exemplars, peer feedback, self-regulation
1. Introduction
Ensuring that all students receive helpful and timely feedback is one of the top priorities in Leeds
Met’s LTA Strategy for 2008-12. In committing to improve the NSS scores, opportunities for ongoing
formative feedback are provided at regular intervals throughout the academic year. The institution
also encourages a greater use of TEL to support students. Driven by a combination of academic
ownership and enthusiasm, and the growing demand and expectations of students, TEL is embedded
in all modules through the institutional Blackboard Virtual Learning Environment (VLE), known as Xstream.
It has been recognised that staff development activities contextualised to subject area
requirements are more appropriate in providing targeted feedback. As Knight and Yorke (2003) argue,
this is critical to successful knowledge acquisition and subsequent employability amongst students.
This paper explores the current perception on feedback within the context of UK Higher Education, in
particular the final year BSc. (Hons) Computing programme where students have experienced
feedback throughout the past 3 years in a blended-learning environment. The following research
questions are addressed in this paper:
How can technology enhance or replace the methods of feedback?
What are the preferred methods of giving and receiving feedback amongst staff and students
respectively?
What is the relationship between students’ preferences amongst different methods for providing
feedback and their effectiveness in enhancing student understanding/learning?
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