Feedback actionability in learning environments /
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(Published version)
Date
2020
Authors
Iraj, Hamideh
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thesis
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Abstract
One of the major factors influencing student learning in higher education is feedback. Although the importance of feedback has been recognised in educational institutions, dramatic changes such as bigger class sizes and a more diverse student population, challenged the provision of effective feedback. In light of these changes, educators started using new digital tools to provide student feedback, given the broader adoption and availability of these new technologies. Despite these efforts, most educators have limited insights into the recipience of their feedback and wonder how students respond to feedback. This problem is referred to as the “feedback gap”, and it prevents educators and instructional designers from understanding feedback recipience among students. In this dissertation, a set of trackable Call to Action (CTA) links was embedded in sent feedback messages to support students through the learning experience in one fully-online marketing course and one blended bioscience course. These links helped to examine the association between feedback engagement and course success, defined as passing the course and predicting students’ reactions to feedback messages.
School/Discipline
University of South Australia. UniSA Stem.
UniSA Stem
UniSA Stem
Dissertation Note
Thesis (PhD(Computer and Information Science))--University of South Australia, 2020.
Provenance
Copyright 2020 Hamideh Iraj.
Description
1 ethesis (176 pages) :
illustrations (some colour)
Includes bibliographical references (pages 138-167)
illustrations (some colour)
Includes bibliographical references (pages 138-167)
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506 0#$fstar $2Unrestricted online access