Supporting student transition to higher education feedback: an evaluation of an online feedback training approach

Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. However, this prio...

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Autor principal:	Michael Hast
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2017
Materias:	Online feedback provision Student transition Structured training Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/4cf83296e9744b47829a94da1018d55f
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spelling	oai:doaj.org-article:4cf83296e9744b47829a94da1018d55f2021-11-29T14:02:57ZSupporting student transition to higher education feedback: an evaluation of an online feedback training approach10.47408/jldhe.v0i12.4381759-667Xhttps://doaj.org/article/4cf83296e9744b47829a94da1018d55f2017-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/438https://doaj.org/toc/1759-667X Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. However, this prior research has also highlighted lack of training for students on how to access and make use of online feedback. The present study therefore evaluates a novel training approach embedded within an undergraduate teaching programme. Students completed a survey on the training approach. A sub-set and an additional comparison group took part in focus groups. The findings indicate a clear need for such specific training, that it can reduce depersonalisation in an age where universities are becoming increasingly digital, and that the transition into higher education can be supported through appropriate realignment of student instruction. More research is required to address the extent of the training's impact on feedback engagement, but the outcomes should contribute to a refining of current approaches to introducing undergraduate students to working with feedback, which should ultimately enhance the overall higher education student experience. Michael HastAssociation for Learning Development in Higher Education (ALDinHE)articleOnline feedback provisionStudent transitionStructured trainingTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 12 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online feedback provision Student transition Structured training Theory and practice of education LB5-3640
spellingShingle	Online feedback provision Student transition Structured training Theory and practice of education LB5-3640 Michael Hast Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
description	Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. However, this prior research has also highlighted lack of training for students on how to access and make use of online feedback. The present study therefore evaluates a novel training approach embedded within an undergraduate teaching programme. Students completed a survey on the training approach. A sub-set and an additional comparison group took part in focus groups. The findings indicate a clear need for such specific training, that it can reduce depersonalisation in an age where universities are becoming increasingly digital, and that the transition into higher education can be supported through appropriate realignment of student instruction. More research is required to address the extent of the training's impact on feedback engagement, but the outcomes should contribute to a refining of current approaches to introducing undergraduate students to working with feedback, which should ultimately enhance the overall higher education student experience.
format	article
author	Michael Hast
author_facet	Michael Hast
author_sort	Michael Hast
title	Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
title_short	Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
title_full	Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
title_fullStr	Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
title_full_unstemmed	Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
title_sort	supporting student transition to higher education feedback: an evaluation of an online feedback training approach
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2017
url	https://doaj.org/article/4cf83296e9744b47829a94da1018d55f
work_keys_str_mv	AT michaelhast supportingstudenttransitiontohighereducationfeedbackanevaluationofanonlinefeedbacktrainingapproach
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Supporting student transition to higher education feedback: an evaluation of an online feedback training approach

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