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Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts

Fernández-Toro, Maria and Furnborough, Concha (2014). Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1) pp. 35–48.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/09523987.2014.889401
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Abstract

Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students’ cognitive, affective and metacognitive responses to the tutors’ feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors.

Item Type: Journal Item
ISSN: 1469-5790
Project Funding Details:
Funded Project NameProject IDFunding Body
The e-Feedback Evaluation ProjectNot SetJISC
Keywords: feedback; learner engagement; distance education; video technology
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
Item ID: 40205
Depositing User: Maria Fernández-Toro
Date Deposited: 21 May 2014 15:49
Last Modified: 06 Jun 2019 18:38
URI: http://oro.open.ac.uk/id/eprint/40205
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