Feedback for thought: examining the influence of feedback constituents on learning experience

Abstract

Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the IS context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using PLS. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner"s experience. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experiencenecessitating the establishment of Learner"s reflective lenses to guide them towards such reflection.

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy

“…This possibly reflects the fact that students can sometimes be reluctant to take the initiative in utilising or reflecting upon their feedback (Winstone et al, 2016). This evidence confirms previous findings that students may need to been given better support in order to appreciate the value of feedback, how to use it, and how to understand it, as educators we need to need to find ways of turning students into 'active players' in the feedback cycle (Aoun et al, 2016). This will help to educate students, as well as staff through dialogue around the feedback process (Price et al, 2010).…”

“…Numerous studies examine the use, or non-use, by students, of their feedback (Winstone et al, 2016) and there is a wealth of evidence that examines why this may be the case (Deeley and Bovill 2015). In a study of first year students, Aoun et al (2016) explore the antecedent constituents of feedback. They propose that the different elements of feedback need to be evaluated to assess the effectiveness of feedback processes within a course.…”

Group Writing, Reflection, and Discovery: A Model for Enhancing Learning on Wilderness Educational Expeditions

“…Further to this point, Mezirow (1997), while not addressing journaling specifically, claims that we learn together, that learning is a social process where dialogue is critical to “validate what and how one understands, or to arrive at a best judgment regarding a belief” (p. 10). Similarly, Aoun, Vatanasakdakul, and Ang’s (2016) research identifies feedback from others on one’s reflection as a critical element of the reflective-learning process.…”

Monitoring the Quality of Education as a Management Tool for Changes in Higher Educational Institution

“…The most important component of the assessment and quality assurance of the educational program is monitoring of stakeholders' satisfaction with education. However, reflexive teaching practices are often announced as a pillar of effective learning, as stated in one of the most recent studies of this subject (Aoun, Vatanasakdakul, & Ang, 2018). Nevertheless, the perception of multiple forms of students' feedback and their contribution to reflexive learning has not attracted much attention yet, especially in the context of informational systems (ICs).…”