Feedback for thought: examining the influence of feedback constituents on learning experience

Aoun, C; Vatanasakdakul, S; Ang, K

Feedback for thought: examining the influence of feedback constituents on learning experience

Aoun, C Vatanasakdakul, S Ang, K

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Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2018, 43 (1), pp. 72 - 95
Issue Date:: 2018-01-02

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Field	Value	Language
dc.contributor.author	Aoun, C	en_US
dc.contributor.author	Vatanasakdakul, S	en_US
dc.contributor.author	Ang, K https://orcid.org/0000-0001-5202-0036	en_US
dc.date.available	2020-05-25T19:28:29Z
dc.date.issued	2018-01-02	en_US
dc.identifier.citation	Studies in Higher Education, 2018, 43 (1), pp. 72 - 95	en_US
dc.identifier.issn	0307-5079	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43360
dc.description.abstract	© 2016 Society for Research into Higher Education. Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using Partial Least Squares. 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. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experience–necessitating the establishment of learner's reflective lenses to guide them towards such reflection.	en_US
dc.relation.ispartof	Studies in Higher Education	en_US
dc.relation.isbasedon	10.1080/03075079.2016.1156665	en_US
dc.subject.classification	Education	en_US
dc.title	Feedback for thought: examining the influence of feedback constituents on learning experience	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	43	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
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.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

© 2016 Society for Research into Higher Education. Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using Partial Least Squares. 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. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experience–necessitating the establishment of learner's reflective lenses to guide them towards such reflection.

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http://hdl.handle.net/10453/43360