Improving assessment and feedback through virtual reality mobile learning, for higher degree apprentices in the workplace

Jewitt, Katharine (2017). Improving assessment and feedback through virtual reality mobile learning, for higher degree apprentices in the workplace. In: Crompton, Helen and Traxler, John eds. Mobile Learning and Higher Education: Case Studies in Practice. Abingdon: Routledge, pp. 56–66.

DOI: https://doi.org/10.4324/9781315296739

Abstract

Research shows learning is best supported when feedback is a relational process, taking place over time, is dialogic, and integral to the whole process of learning and teaching itself (Sambell 2011). This case study emerged through a process of pause and reflection, reframing assessment and feedback in education to focus on informal learning. It examined the use of virtual reality via mobile devices to help apprentices develop skills and build confidence in peer assessment. Apprentices made use of mobile learning to develop as independent, reflexive learners and feed-forwarding practices emerged, concluding a more dialogic tutor-student-employer relationship, providing valuable timely feedback on assessments.

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