Volume Two - Academic Conferences

Mekala Soosay
flexible web-based approaches that are capable of responding to changes in social and institutional
priorities which engage and connect students.
Table 6: Responses to question 6
Answer Options Percentage of students agreeing
or strongly agreeing with the
statements.
Percentage of tutors agreeing or
strongly agreeing with the
statements. (1-5).
I believe that technology could be
used to enhance face-to-face
feedback. 72% 80%
I believe that technology could be
used to replace face-to-face
feedback. 25% 20%
The format of the feedback does not
matter as long as the content is
appropriate and useful. 48% 40%
Although a majority of tutors and students believe that technology could be used to enhance face-toface
feedback rather than replace it, some of them have specifically noted that synchronous web
conferencing can afford feedback opportunities similar to individual discussion between tutor and
student as the channels of communication in face-to-face interactions are preserved, such as facial
cues and tone of voice.
6. Conclusions and recommendations
The research suggests that effective feedback depends upon a range of factors, and is difficult to
measure accurately. However the research also suggests that the findings can potentially help inform
actions that can be implemented to address key concerns that it highlighted surrounding feedback,
which includes inconsistencies, quality, and the methods of communicating feedback. In bridging the
gap between current and good performance amongst students, they need to be sufficiently coached
on how to convert tutor comments into improvements using the standards that tutors routinely apply
when composing feedback (Sadler 2010).
Students and tutors expressed heterogeneous views about feedback within the course, having a
range of preferred methods for giving and receiving feedback. Although students prefer specific
methods of feedback, it does not necessarily mean that the feedback would work for them. When
students do collect feedback, they appreciate an ongoing dialogue of clarification with the tutor with
whom they feel familiar, as they perceive that tutors are interested in the work that they have
produced, and that care has been taken to provide feedback. Tutors who supported face-to-face
teaching using TEL have reaped considerable amount of benefits from flexibility in feedback
provision. The requirements ascertained from this evaluation study indicate that technology can help
increase both the accessibility of feedback and extend recognition of what feedback means, allowing
for visible and continuous feedback.
Most tutors expressed keenness on using technology-led mechanisms that would allow for the
provision of effective feedback, as long as they can be produced within the time-constraints, while
juggling teaching, management and research responsibilities. A key argument put forward by Nicol
and Macfarlane-Dick (2006) is that students are already assessing their own work and generating
their own feedback and that HE should build on this ability. Although technology can shape learning
activity and outcomes, it cannot ascertain the nature or success of that learning, and such
implementation requires careful evaluation. Setting up VLE-based or web-based asynchronous
discussions could encourage peer marking and feedback by scrutinising a range of exemplary work,
in response to the findings. Currently, the Elluminate web conferencing software is being trialled as a
more flexible medium for synchronous peer/tutor feedback on assessment tasks, offering students a
virtual group study space. Reushle and Loch (2008) advise that staff training is vital in the technical
aspects of the synchronous tools, as well as pedagogical approaches to using them. Though peer
assessment and feedback methods are pedagogically important, pivotal in this development is the
influence of the facilitating tutor (Salmon 2004) in promoting on-line engagement and independence.
As it is a novel process for most students who have been reliant on working alone so far, they may
lack confidence accepting their peers’ opinions. Further, there may be fears around plagiarism,
privacy and data protection (Franklin and van Harmelen 2007). Scaffolded delivery of TEL introduced
from the first undergraduate year would support a model for collaboration. If implemented properly,
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