Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving indepth semi-structured interviews with a purposive sample of award-winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self-regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.

AbstractsCurrent educational literature stresses the importance of a task-based approach to instruction, rather than an emphasis on content delivery. However, as institutions attempt to meet the demand for online courses, many offerings still focus on presenting online content resources with minimal opportunity for interactions and active learning. To help faculty with the complex problem of designing pedagogically sound online course components, the University of Waterloo developed an instructional design model, T5, to provide a shared campus-wide vocabulary for active learning online. The model is embedded as a gateway to existing Learning Management Systems (LMS); the model promotes the creation of a learning environment with a collaborative-constructivist approach to online learning. In this paper, we describe the components of this model and how the model promotes an integrated instructional approach, as well as the sharing of resources, between on-campus and distance education course delivery. In addition, we describe how faculty are guided in course development and delivery and the options available to provide faculty with different levels of engagement with the course delivery system. Le modèle de design T5 : un modèle d'enseignement et environnement de formation qui soutient l'integration de cours en ligne et sur le campusLa littérature de formation récente accentue l'importance d'un approche basé sur les buts d'enseignement plutôt que de souligner la diffusion du contenu. Bien que les institutions essayent de répondre à la demande de cours en ligne, beaucoup d'offres ce concentrent toujours sur la présentation de ressources de contenu en ligne avec très peu de possibilités d'interaction et de formation active. Pour aider les facultés à créer des composants de cours pédagogiques efficaces en ligne, l'université de Waterloo a développé un modèle d'enseignement T5 qui prévoit un vocabulaire commun sur tout le campus pour la formation active en ligne. Ce modèle sert de portail au système de gérance de formation existant (LMS), et il encourage la création d'un environnement de formation avec un approche collaboratif et constructif de formation en ligne. Dans cet exposé, nous décrivons les composants de ce modèle et comment il fait progresser l'approche intégré d'enseignement ainsi que l'utilisation commune de ressources lors des cours de formation au campus et par correspondance. Nous décrivons également comment les facultés sont instruites concernant le développement et la diffusion des cours et quelles sont les options possibles pour soutenir Das T5 Unterrichtsmodell: Ein Lehrmodell und Lernumfeld zur Unterstützung der Integration von Online-und HochschulkursenDie gegenwärtige Bildungsliteratur hebt eher die Bedeutung eines aufgabenbasierten Lehransatzes hervor als einen Schwerpunkt auf die Vermittlung von Inhalten zu setzen. Obwohl Institutionen versuchen, der Nachfrage nach Online-Kursen gerecht zu werden, konzentrieren sich viele Angebote immer noch auf die Darstellung von Ressourcen mit Online Inhalten...

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a 'student' they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.

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A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a "hybrid" course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources , (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course.