Using mobile learning and social media to enhance learner feedback

Abstract

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

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

“…Following the phases of GMDR, the study started with a literature review, followed by initial fact-finding studies involving both lecturers and students. The purpose of the fact-finding studies (survey and follow-up interviews) was to seek participants’ views in relation to assessment feedback and mobile learning (Bikanga Ada et al 2017). The first draft of the framework emerged from the literature review and was updated after the initial (explorative) fact-finding studies.…”

“…Evans (2013) reviewed 460 articles on assessment feedback from 2000 to 2012 and found that most of the problems arise due to the fact that the student population has increased in higher education, due to which the unit of resource is being stretched and there is growing pressure on academic staff regarding traditional assessment. Bikanga Ada et al (2017) investigated students’ ( n = 540) and educators’ ( n = 70) perception of assessment and feedback, and identified several issues that have also been highlighted in the literature. These issues include lack of student engagement and motivation with assessment feedback; educators being unhappy because, despite all their effort, students do not collect their assessment feedback; and high student numbers affecting the capacity to provide timely and personalised feedback (Bikanga Ada et al 2017).…”

“…Bikanga Ada et al (2017) investigated students’ ( n = 540) and educators’ ( n = 70) perception of assessment and feedback, and identified several issues that have also been highlighted in the literature. These issues include lack of student engagement and motivation with assessment feedback; educators being unhappy because, despite all their effort, students do not collect their assessment feedback; and high student numbers affecting the capacity to provide timely and personalised feedback (Bikanga Ada et al 2017). Generally, formative and summative assessments are used to evaluate students.…”

The effectiveness of ICT-enhanced learning on raising intercultural competencies and class interaction in a hospitality course

“…Fuchs and Woessmann (2004) analyzed the international data from the Program for International Student Assessment (PISA) and revealed that there is a significantly positive correlation between the availability of ICT and students' performance. When individuals demonstrate a positive attitude to and possess great interest in digital learning and social media applications, their individual learning needs and experiences are enhanced, which in turn assist them to achieve better learning outcomes (Ada et al, 2017;Baxter & Connolly, 2014). He et al (2019) examined the effects of a flipped classroom, in which students work in groups and construct knowledge with the help of their teacher and peers using student-centered instruction.…”

Increasing the Learning Performance and Experiences of the Accreditation and Equivalency (A&E) Learners through MELMA (Mobile-based Enhancement Learning Material)

“…It has also explored seamless learning by going outside the confinement on time and place [57]. Moreover, their students' positive attitudes towards mobile learning has greatly affect their motivation and interest towards greater learning [58]. With mobile learning technology, mobility is a prime platform towards highlighting technology utilization in learning [59].…”