843 research outputs found
Understanding feedback in online learning - A critical review and metaphor analysis
Technologies associated with online learning have led to many new feedback practices and expanded the meaning of feedback beyond the traditional focus on instructor comments, but conceptual work on online feedback has not followed. This paper investigates how online learning researchers understand feedback's role in teaching and learning, and discusses how these understandings influence what research questions are asked, and what online feedback practices are recommended.
Through a qualitative analysis of the language used about feedback in leading research journals, we identified six distinct understandings of feedback based on six dominant conceptual metaphors. These are feedback is a treatment, feedback is a costly commodity, feedback is coaching, feedback is a command, feedback is a dialogue, and feedback is a learner tool.
Each of these metaphors offers a coherent frame of entailments related to the roles and responsibilities of online instructors and online learners as well as some bigger assumptions about what role feedback should play in online teaching and learning. A comparison with current feedback research revealed that just two of the six metaphors align with the learner-centric feedback practices that are increasingly considered appropriate among feedback researchers. The paper discusses how the conceptualizations might reflect different challenges facing online education.
The paper proposes that researchers interrogate their own conceptualizations to ensure that they align with their beliefs about feedback and its role in the learning process. It suggests that a more deliberate use of metaphors when conceptualizing feedback and online feedback practices is necessary for clarity of communication and helpful for driving the work on feedback in online learning forward
Feedback encounters: towards a framework for analysing and understanding feedback processes
There is growing agreement that feedback should be understood as a contextual and social process, rather than as receipt of teacher comments on students’ work. This reframing brings with it new complexities, and it can be challenging for researchers and practitioners to adopt a process perspective when making sense of feedback practices in naturalistic settings. This paper takes the nascent notion of feedback encounter and proposes it as an analytical lens for understanding and analysing feedback processes. Based on a rich dataset from a cross-national digital ethnographic study of student feedback experiences, the paper identifies three categories of feedback encounters - elicited, formal and incidental - and explores how they are experienced by students, in relation to perceived usefulness, control and self-exposure. Furthermore, the paper investigates how individual feedback encounters may interconnect to form simple and complex sequences, revolving around distinct uncertainties or dilemmas. This operationalization of feedback encounters builds the foundations of a framework that can help researchers and practitioners make sense of authentic feedback processes in naturalistic settings. Such a framework is useful because it offers a structured way of analysing processes that are inherently complex and unfolding
Characteristics of productive feedback encounters in online learning
Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic dataset, a qualitative analysis categorized feedback encounters within this dataset: While most encounters led to instrumental impacts without any significant reflections, students also engaged in encounters with more substantive impact on learning. The latter took place under two conditions. First, the encounter must challenge the student’s assumptions about their work, and they must be able and willing to accept this challenge. Second, the encounter must take place at a time which is appropriate in relation to whichever task the student is currently working on. This highlights design considerations, such as importance of social interactions, and the instrumental enactments of self-generated feedback
How does assessment drive learning? A focus on students' development of evaluative judgement
Summative assessment is often considered a motivator that drives students’ learning. Higher education has a responsibility in promoting lifelong learning and assessment plays an important role in supporting students’ capability to make evaluative judgements about their work and that of others. However, as research often focuses on formal pedagogical design, it is unclear what behaviours summative assessment prompts, thus the relationship between summative assessment, learning and evaluative judgement requires further investigation. Drawing on a small-scale ethnography-informed study, this paper adopts a practice theory approach to explore how undergraduate physics students from three year levels make evaluative judgements in the context of summative assessment tasks. The contexts explored through observations and interviews include a graded in-class tutorial, an out-of-class study group for an in-semester assignment, and individual preparation for examinations. The findings suggest that while summative assessment is a crucial aspect of students’ learning context, it does not fully shape students’ practices. Instead, students engage in incidental conversations about the quality of their work and how to do things in their studies. By focusing on what students actually do, this study integrates formal and informal aspects of students’ learning, highlighting the tensions between undergraduate practices and intended learning outcomes
Digital ethnography in higher education teaching and learning—a methodological review
To understand how the digitalization of higher education influences the inter-relationship between students, teachers, and their broader contexts, research must account for the social, cultural, political, and embodied aspects of teaching and learning in digital environments. Digital ethnography is a research method that can generate rich contextual knowledge of online experiences. However, how this methodology translates to higher education is less clear. In order to explore the opportunities that digital ethnography can provide in higher education research, this paper presents a methodological review of previous research, and discusses the implications for future practice. Through a systematic search of five research databases, we found 20 papers that report using digital ethnographies to explore teaching and learning in higher education. The review synthesizes and discusses how data collection, rigour, and ethics are handled in this body of research, with a focus on the specific methodological challenges that emerge when doing digital ethnographic research in a higher education setting. The review also identifies opportunities for improvement—especially related to participant observation from the student perspective, researcher reflexivity in relation to the dual teacher-researcher role, and increased diversity of data types. This leads us to conclude that higher education research, tasked with understanding an explosion of new digital practices, could benefit from a more rigorous and expanded use of digital ethnography
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The Structure of Social Protest, 1961-1983
The inherent duality of protests — the fact that groups protest on issues — is exploited to model the social structure of group to group relations for all groups which protested in Washington DC over five periods, 1961–63, 1967–68, 1971–73, 1976–78 and 1981–83. The structural positions of groups are identified over time and we show that a group's position influences the protest repertoire employed. Central groups in all periods define which repertoires are most dominant and more peripheral groups appear as innovators. Using the structural positions of groups as a test of their salience, some of the predictions of the new social movement theory — that identity has replaced interest as the determinant of social protest, and that organized labor's role has declined — are tested. We find support for the first claim, and falsify the second. While new social movement groups have become more central in the world of social protest, the role of labor has not changed relative to its position in the early 1960s. Finally we develop some of the implications of the modeling strategy employed. Basic is the recognition that movement scholars be more sensitive to the context in which protests occur. This context is the structure of social protest
How technology shapes assessment design: findings from a study of university teachers
A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design
System and method for monitoring cellular activity
A system and method for monitoring cellular activity in a cellular specimen. According to one embodiment, a plurality of excitable markers are applied to the specimen. A multi-photon laser microscope is provided to excite a region of the specimen and cause fluorescence to be radiated from the region. The radiating fluorescence is processed by a spectral analyzer to separate the fluorescence into respective wavelength bands. The respective bands of fluorescence are then collected by an array of detectors, with each detector receiving a corresponding one of the wavelength bands
Exploring the utility of grids for analysing long term population change
This paper details an innovative approach which enables the analysis of small area population change across four decades. Population surfaces are generated using small area data (enumeration districts or output areas) for each Census from 1971 to 2011 inclusive. The paper details the methods used in the creation of these surfaces, and discusses the rationale behind this approach, arguing that grids represent the most appropriate model for assessing population distributions. Methods for grid creation are tested using pre-existing population grids for Northern Ireland as a benchmark. The method developed is then applied to create population grids for the rest of the UK for 1971, 1981, 1991, 2001 and 2011. The changing population structures of small areas across these five time points are explored here to illustrate the value of this approach. The publically-available data resource – the final product of the ‘PopChange’ project – will facilitate exploration of long-term changes in populations over small areas. The paper argues that maximum advantage could be taken of the ‘big data revolution’ if such data were gridded in a similar way, allowing them to be placed in a longer-term historical context, using tools made available through the PopChange project
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy
Effective learning depends on effective feedback, which in turn requires a set of skills, dispositions and practices on the part of both students and teachers which have been termed feedback literacy. A previously published teacher feedback literacy competency framework has identified what is needed by teachers to implement feedback well. While this framework refers in broad terms to the potential uses of educational technologies, it does not examine in detail the new possibilities of automated feedback (AF) tools, especially those that are open by offering varying degrees of transparency and control to teachers. Using analytics and artificial intelligence, open AF tools permit automated processing and feedback with a speed, precision and scale that exceeds that of humans. This raises important questions about how human and machine feedback can be combined optimally and what is now required of teachers to use such tools skillfully. The paper addresses two research questions: Which teacher feedback competencies are necessary for the skilled use of open AF tools? and What does the skilled use of open AF tools add to our conceptions of teacher feedback competencies? We conduct an analysis of published evidence concerning teachers’ use of open AF tools through the lens of teacher feedback literacy, which produces summary matrices revealing relative strengths and weaknesses in the literature, and the relevance of the feedback literacy framework. We conclude firstly, that when used effectively, open AF tools exercise a range of teacher feedback competencies. The paper thus offers a detailed account of the nature of teachers’ feedback literacy practices within this context. Secondly, this analysis reveals gaps in the literature, signalling opportunities for future work. Thirdly, we propose several examples of automated feedback literacy, that is, distinctive teacher competencies linked to the skilled use of open AF tools
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