Abstract:

This study aims at exploring the potential of information and communication technologies (ICT) in improving the quality of feedback for active learning in post-secondary education, particularly focusing on large size classes, where engaging students in meaningful learning experiences is undoubtedly challenging. As it is well-known, teacher-student interaction and feedback are crucial for educational quality, particularly to activate prior knowledge [1] [2], to reduce cognitive overload [4] and the risk of misconceptions [5], to resolve cognitive conflict and solicit self-regulation processes in generation and revision of conceptual knowledge [2].

In this paper, we present and discuss a multiple case study based on three different interventions carried out in higher education to investigate how ICTs may support and integrate diverse forms of feedback impacting on motivation, regulation and generation of new understandings, also considering different stakeholders such as schools and more generally educational organisations.

In particular, the study investigates the following research question: How and to what extent may the use of ICTs support a combined approach to feedback, including regulation, transformation and motivation, with positive implications for students’ learning and engagement?

To answer this question a multiple case study approach was adopted (Stake, 2006) focused on three cases similar in:
1) context: university, large size classes, duration (four months);
2) use of technologies for learning purposes;
3) pedagogical approach: active learning.

Cases were, respectively, from the University of Florence, the University of Macerata and the University of Bologna. Data were collected through questionnaires on students’ learning outcomes and satisfaction. Findings were analyzed through descriptive, in one case also inferential, statistics and qualitative analysis.

Results show how the adoption of ICTs provided opportunities to improve the quality of feedback with positive implications for motivation, regulation and generation of new understandings. The adoption of ICTs facilitated interaction and feedback among teachers, students and stakeholders such as teachers from schools.

References:
[1] Hattie, J., & Clarke, S. (2018). Visible Learning: Feedback. Abingdon-New York: Routledge.
[2] Laurillard, D. (2012). Teaching as Design Science. Abingdon-New York: Routledge.
[4] Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4(4): 295-312.
[5] Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
[6] Stake, R.E. (2006). Multiple Case Study Analysis. New York & London: The Guildford Press.

Keywords:

Active learning, Higher Education, Feedback, Formative evaluation, Technology-enhanced learning.