Abstract:

Situated in a university in Hong Kong, this research investigated how students perceived teachers’ and their own practices in enacting technology-enhanced feedback in classrooms. Findings from a survey (373 students) and 5 focus groups (16 students) indicated that students experienced a variety of technology-enhanced feedback strategies through synchronous and asynchronous social interactions. Students expressed that technology-enhanced feedback strategies assisted in their productive learning; compared with traditional feedback interactions in the classroom, technology-enhanced feedback was more frequent, more accessible and more flexible to students. Students considered their own ICT competence to be an influential factor in determining whether they were able to respond to technology-enhanced feedback. They perceived their teachers’ ICT competence to be an indication of teachers being interesting, making efforts, being capable of learning about technologies, and being willing to shorten teacher-student gap in mastery of technologies. They also considered institutional support in enhancing teachers’ and students’ ICT competence as a crucial factor in promoting technology-enhanced feedback. While students expressed largely positive views of their teachers' practices of technology-enhanced feedback, how students can be empowered to take a proactive, self-regulative learner role has yet to be further improved. In closing, recommendations for increasing teachers' and students' competencies of engaging with technology-enhanced feedback are put forward.

Keywords:

Technology-enhanced feedback practices, ICT competence, higher education, institutional support.