Using FeedbackFruits to enhance student learning: Scaling for transformative implementation

Borer, Lenka; McCarthy, Sheila

doi:10.14742/ascilite2020.0148

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…In the latter, there are three different scenarios: the first one permits students to get feedback either from the teacher on the submitted work (assignment review) and / or on their own skills (skill review), or to get feedback from other students always on the submitted work (peer review) or on skills (group member evaluation); the second scenario enables students to share their work getting feedback either from the teacher, from the peers or having a discussion with the peers; instead in the third scenario the teacher shares content with the students, in order to let them acquire knowledge better (comprehension) or to prompt students' interaction over a piece of content. Thus, the purpose of the tool is to provide both self, peer and teacher reviews to enhance students' critical thinking [33]. In conclusion, FeedbackFruits permits to make classrooms more interactive, fostering the engagement using different resources, like slides, online discussions and online quizzes.…”

Section: Video Annotation Toolsmentioning

confidence: 99%

A Tool to Support Students-to-Teacher Feedback in Asynchronous Online Contexts

Cassano

Blas

2024

IEEE Trans. Learning Technol.

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In recent years, the world of education has become increasingly Hybrid (online / on location) and Flexible (synchronous / asynchronous). One of the risks of these mixed environments is the distance between teacher and students that can make interaction, a crucial component of the teaching / learning process, more difficult. This paper introduces Evoli, a tool to support the "HyFlex model"; more specifically, the component dealing with online / asynchronous mode. Evoli enables teachers to receive precise, time-stamped feedback by their students on educational materials (typically videos). Students go through the materials and express their level of understanding as well as their questions and comments. Dashboards with the students' data allow the teacher to know, topic by topic, what is clear and what is not and thus how to organize the synchronous sessions. The tool was evaluated in a real-life setting, involving 63 graduate students in a course on Plasma Physics. The students filled in a System Usability Scale questionnaire and some questions regarding the perceived usefulness of the tool; the teacher's opinion was gathered via a semi-structured interview. Results show that students found the tool both usable and useful; the teacher's opinion was that the tool allowed prompting more reactions than a normal setting and an optimization of teaching organization.

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Section: Video Annotation Toolsmentioning

confidence: 99%

A Tool to Support Students-to-Teacher Feedback in Asynchronous Online Contexts

Cassano

Blas

2024

IEEE Trans. Learning Technol.

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“…There are several benefits of employing online resources for assignments, allowing students to voice their opinions more than in a traditional classroom setting. Campbell, Borer, and McCarthy (2020) conducted a study using technology as a tool, utilizing a FeedbackFruits as the media to conduct the peer feedback activity. By adding authenticity to approach, reflection, and assessment along with an active learning component, the utilization of FeedbackFruits has prompted students to engage with the concept of self and peer reflection more thoroughly.…”

Section: Literature Review the Differences Of Traditional Peer Feedba...mentioning

confidence: 99%

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

Aprilianti,

Widyantoro

2024

JOLLT

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Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.

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“…Although the intensity of their use by lecturers varies greatly even within a degree program, VLEs often already supply a variety of online tools enabling lecturers to set up a form of PA [24]. Next to that, several digital reflections and assessment tools have become available on the market such as Spark [25] FeedbackFruits [26], Scorion [27], and CATME [28]. These tools offer different functionalities that are suited for different types of PA. CATME and Spark support peer evaluation, whereas FeedbackFruits targets peer review.…”

Section: B Use Of Digital Tools In Pamentioning

confidence: 99%

The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature

et al. 2023

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Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other's performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of digital (peer) assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.

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Using FeedbackFruits to enhance student learning: Scaling for transformative implementation

Cited by 3 publications

References 7 publications

A Tool to Support Students-to-Teacher Feedback in Asynchronous Online Contexts

A Tool to Support Students-to-Teacher Feedback in Asynchronous Online Contexts

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature

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