Volume Two - Academic Conferences

2. Literature review
Mekala Soosay
In keeping within the scope of this evaluation study, the literature reviewed was ascertained by
looking at the current feedback practices within the BSc. (Hons) Computing programme, and how it is
generally received and used by students, in relation to the three research questions. It involved
exploring the processes, tools and resources affecting the provision and assimilation of effective
feedback, in terms of closing the gap between the perceptions of tutors and students in the final year.
Over the past 10 years, tutors are responding to greater student numbers and lower staff-student
ratios (Bolton 2011), and this has increased the burden on tutors with respect to effective feedback
provision. The appraisal also revealed ways in which technology-enhanced feedback can be
effectively used to support self-regulation and peer feedback appropriate for the academic level of
students, relieving tutors as the sole provider of feedback.
Bangert-Drowns, Kulick and Morgan (1991) assert that the most useful type of feedback is the
provision of specific corrective advice about errors and improvement, as it encourages students’
attention to focus on the task rather than being fixated on getting the ‘right answer’. Further, Fritz et al.
(2000) demonstrate that this process can promote acquisition of new information. Sadler (1981), Boud
(1995) and Yorke (2003) advocate using a method of explicitly demonstrating what constitutes good
quality work in the subject area, known as ‘exemplars’. Sadler (2010) argues that when students
actively participate in learning activities using exemplars to allow them to make evaluative judgements
about their own work and the work of their peers, they engage in role-play similar to that of their
tutors. These arguments build a strong case for self and peer feedback, mediated by technology. In
addition, they have implications on the second and third research question, as to whether students
inevitably know which method(s) of feedback work best for them in terms of enhancing their
understanding or learning of a subject.
In relation to the first research question, Mayes and Fowler (in Martin and Madigan 2006) argue how
technology can provide affordances for students to observe a variety of interactions between tutor and
students. Participation in asynchronous and synchronous discussions is more enduring than face-toface
interactions, and educational technology affords ways in which feedback is provided between
tutor(s) and students. Garrison and Anderson (2003) expand that tutors need to set the climate of
portraying a strong teaching presence, ranging from being a facilitator to a direct instructor or neutrally
as a moderator. The process establishes credibility and shifts responsibility to students by assuming a
teaching presence, and becoming more self-directed. Here, the influential 5-stage model by Salmon
(2004) offers a conceptual framework for guiding student learning progression as they participate
collaboratively online and construct their learning. Additionally, tutors require skills in reconciling
different perspectives of contributors to achieve the learning outcomes.
Feedback using atypical forms of media such as audio or video can potentially cater for different
learning styles possessed by students. When taken further, web conferencing tools promoting
synchronous audio and video-based interactions can facilitate effective, personalised and immediate
communication among students, akin to face-to-face interactions (Offir, Lev & Bezalel 2008). Bangert
(2008) concurs when tutors use constructivist-compatible practices in the design and delivery of
learning, the diagnostic nature of feedback can be used to improve the quality of educational
experiences for their students in an online environment.
In summary, effective feedback provision requires constructing the design of the student learning
experience that drives active engagement and motivation amongst them. The educational affordances
of asynchronous and synchronous technologies offer opportunities for students to become selfdirected
learners in a supportive environment. The specific aim is to encourage students to clarify,
articulate and achieve learning iteratively and develop a support network, whilst tutors actively
encourage students to create their own learning environment. Furthermore, in developing autonomy
in learning, exemplars can be utilised to effectively guide students to take on a teaching presence.
3. Methodology
The primary research utilises 2 questionnaires administered face-to-face, where all 10 semester one
tutors and 44 of their students voluntarily expressed their level of agreement to a number of
statements in a five-point Likert scale. This was immediately followed up with interviews where
qualitative data was gained by using open-ended questions to further clarify responses. This
triangulation approach was used in order to capture a more holistic and contextual portrayal of the
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