Volume Two - Academic Conferences

Mekala Soosay
this vicarious form of feedback also encourages students to put what is learned to action and to
develop capability in complex appraisal of assessment, similar to what tutors possess (Sadler 2010).
Although this research is a small-scale evaluation and the findings are not necessarily generalisable,
the potential benefits of realigning feedback mechanisms with technology that encourages selfregulated
learning can be applied to other similar undergraduate and postgraduate learning settings.
Granted that composing individual feedback is a time-consuming process, formative peer feedback
implemented using technology can allow tutors to benefit from empowering students as feedbackconstructors,
potentially saving time. Tutors can also identify which students require more feedback
and target additional guidance towards them. This implies that detailed feedback for summative work
could be provided on demand, for diagnostic or feed-forward purposes. While it is acknowledged that
a single feedback technique would not work equally well for every student, a common theme
emerging from the findings is that heightened awareness by tutors of how students implement
feedback could positively influence how tutors prepare students to apply feedback for accelerated
learning and progression. Moreover, Sadler (2010) and Boud (2000) concur if the skills of selfregulation
are developed progressively rather than mechanistically over the course of an
undergraduate degree, this would support a model of HE where students are prepared for lifelong
learning.
It is anticipated that the findings will help develop and improve student experience in that area, guided
by good practice that tutors have found to work well in their teaching.
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