Abstract:

Formative feedback is widely considered to be one of the most influential aspects of teaching and learning processes and a key element of quality teaching (Evans, 2013; Kluger & DeNisi, 1998; Hattie & Timperley, 2007; Kulhavy & Stock, 1989; Mory, 2004; Narciss & Huth, 2004; Shute, 2008). Previous research on formative feedback effectiveness concludes that to achieve quality feedback several aspects need to be taken into careful account, including the need to plan opportunities when students can implement earlier feedback, the need to give feedback which promotes motivation and self-esteem, and the need to give feedback which enhances self-regulation of the learning processes (Nicol & MacFarlane, Dick, 2006).

In an online learning environment feedback has its own characteristics, connected to the techno-pedagogical environment where the learning process takes place. The combination of synchronous and asynchronous interactions, the role of technology and digital media, the transparency and permanent availability of feedback, and the prominence of writing interactions are just some of the features usually associated with online formative feedback (Dysthe, Lillejord, Vines & Wasson, 2010; Gikandi, Morrow & Davis, 2011; JISC, 2010).

In this paper we will present a case study on students’ perceptions of feedback in the context of a fully online university. The main aim of our study is to deeply understand students’ perspective regarding the impact of formative feedback on their learning and to determine the underlying factors which contribute to those perceptions. Specifically, we will share the results of the first phase of a study based on the analysis of data collected from a questionnaire sent to two thousand Bachelor’s degree and Master’s degree students from the Information and Communication Faculty at the Universitat Oberta de Catalunya. Some of the questions we address are the impact of different types and formats of feedback, students’ perception of peer feedback, reactions and appreciations of positive or negative feedback, among other aspects.

Preliminary results of this study show that perceived relevance and value of online formative feedback among students varies according to their profile and experience of online learning. The findings of this study may help institutions to reflect on the role of feedback in an online context as part of the ongoing assessment practice and about how students’ profiles may result in different understandings of the value of feedback.

Keywords:

Formative feedback, e-learning, students' perceptions, assessment.