Where is the feedback! a decomposition of feedback mechanisms in an introductory information systems course

Aoun, C; Ang, K; Vatanasakdakul, S

Where is the feedback! a decomposition of feedback mechanisms in an introductory information systems course

Aoun, C Ang, K

Vatanasakdakul, S

Permalink

Publication Type:: Conference Proceeding
Citation:: 20th Americas Conference on Information Systems, AMCIS 2014, 2014
Issue Date:: 2014-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (318.15 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Aoun, C	en_US
dc.contributor.author	Ang, K https://orcid.org/0000-0001-5202-0036	en_US
dc.contributor.author	Vatanasakdakul, S	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	20th Americas Conference on Information Systems, AMCIS 2014, 2014	en_US
dc.identifier.uri	http://hdl.handle.net/10453/32791
dc.description.abstract	While the importance of feedback to learning is well acknowledged in the pedagogical literature, the perceptions of multiple forms of feedback among learners is yet to attract significant attention, particularly in the IS context. Consequently, this research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. Building upon such investigation, the study explores how such an overall perception of feedback contributes to a favourable experience in a course. To such end, a research model grounded in the pedagogical literature was operationalised and quantitative empirical data collected and analysed using PLS. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner's experience in a course. The findings hold important implications to theory and practice, particularly for IS education.	en_US
dc.relation.ispartof	20th Americas Conference on Information Systems, AMCIS 2014	en_US
dc.title	Where is the feedback! a decomposition of feedback mechanisms in an introductory information systems course	en_US
dc.type	Conference Proceeding
utslib.for	0806 Information Systems	en_US
dc.location.activity	Savannah, Georgia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Systems, Management and Leadership
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

While the importance of feedback to learning is well acknowledged in the pedagogical literature, the perceptions of multiple forms of feedback among learners is yet to attract significant attention, particularly in the IS context. Consequently, this research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. Building upon such investigation, the study explores how such an overall perception of feedback contributes to a favourable experience in a course. To such end, a research model grounded in the pedagogical literature was operationalised and quantitative empirical data collected and analysed using PLS. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner's experience in a course. The findings hold important implications to theory and practice, particularly for IS education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/32791