How choice of presentation of digital feedback may influence learners’ engagement with it for academic development

The aim of this session is to share and discuss findings from research at Canterbury Christ Church University investigating how the presentation of digital feedback on written coursework may influence engagement with feedback. It was found that choice of presentation influenced both learners’ motivation and ability to engage with their feedback for their academic development (see Starr, 2016 for full report). The session will comprise a presentation on the research, with an emphasis on the findings, followed by questions and discussion around implications for practice. Where analysis indicates influences on engagement are largely pedagogic, not specific to the technology in question, the findings may help to guide action research into markers’ own practice across a range of digital feedback tools.

REFERENCES:
Starr, S. (2016) An exploratory investigation into influences of form of digital feedback on learners’ engagement with their feedback. M.Sc. thesis, University of Edinburgh. http://create.canterbury.ac.uk/15171/. Accessed: 13 Mar 2017

Starr, S. (2016) An exploratory investigation into influences of form of digital feedback on learners’ engagement with their feedback. M.Sc. thesis, University of Edinburgh. http://create.canterbury.ac.uk/15171/. Accessed: 13 Mar 2017