Fostering Students' ‘Use My Own Device' Attitude

2018

RPTEL

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels.

Section: Resultsmentioning

confidence: 86%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

2018

RPTEL

“…This paper presents the results of tracking students' engagement with their assessment feedback between 2013 and 2015 using a prototype mobile web application, MyFeedBack [1], [2]. It presents the digital footprinting results of three studies on student engagement with their feedback by answering the following questions: 'Do they collect it?'…”

Section: Introductionmentioning

confidence: 99%

The Potential of Learning Analytics in Understanding Students’ Engagement with Their Assessment Feedback

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)

Stansfield

2017

Self Cite

Assessment feedback, which is an important factor in student learning development, has been a source of dissatisfaction for many years. The technology used in universities such as Gradebook does not allow the tracking of student engagement with their feedback. In general, engagement is mainly reported via observation or students' self-report. This paper presents results from using a prototype application to track students' engagement with their feedback in three studies (n=218, n=70 and n=148) involving summative and formative assessment feedback. Using digital footprinting data, it was possible to gather detailed information on students' access and engagement with their feedback.

Evaluation of a Mobile Web Application for Assessment Feedback

2021

Tech Know Learn

This paper reports an evaluation of a mobile web application, “MyFeedBack”, that can deliver both feedback and marks on assignments to students from their lecturer. It enables them to use any device anywhere, any time to check on, and receive their feedback. It keeps the feedback private to the individual student. It enables and successfully fosters dialogue about the feedback between the students and the educator. Feedback and marks were already being delivered using the institution’s learning environment/management system “Moodle”. The study used a sequential explanatory mixed-method approach. Two hundred thirty-nine (239) participants were reported on their experiences of receiving feedback and divided among several groups: (a) feedback delivered in “Moodle”, (b) formative feedback in “MyFeedBack”, and (c) summative feedback in “MyFeedBack”. Overall, results showed a statistically significant more positive attitude towards “MyFeedBack” than “Moodle”, with the summative assessment subgroup being more positive than the formative subgroup. There was an unprecedented increase in communication and feedback dialogue between the lecturer and the students. Qualitative results enriched and complemented the findings. The paper provides guidelines for an enabling technology for assessment feedback. These offer insight into the extent to which any of the new apps and functionalities that have become available since this study might likely be favourably viewed by learners and help achieve the desired pedagogical outcomes. These include: (1) accessible using any device, making feedback accessible anywhere, anytime; (2) display feedback first (before the grade/mark); (3) enable personalisation of group feedback by the teacher; (4) provide privacy for each student; (5) facilitate dialogue and communication about the feedback; and (6) include a monitoring feature. Three goals already put forward in the literature—(1) making the feedback feel more personal, (2) getting a quicker turnround by making it easier for the teachers to achieve this, and (3) prompting more dialogue between the educators and students—are advanced by this study which shows how they can be supported by software, and that when they are achieved then users strongly approve them.