Technology and feedback design

Phillip Dawson, Michael Henderson, Tracii Ryan, Paige Mahoney, David Boud, Michael Phillips, Elizabeth Molloy

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This chapter provides a synthesis of recent research into how technology can support effective feedback. It begins by adopting a definition of feedback in line with recent advances in feedback research. Rather than viewing feedback as mere information provision, feedback is viewed as an active process that students undertake using information from a variety of sources. The results of a systematic literature search into technology and feedback are then presented, structured around the parties involved in feedback: students, their peers, educators, and computers. The specific feedback technologies focused on include digital recordings; bug in ear technologies; automated feedback; and intelligent tutoring systems. Based on this synthesis of the literature, benefits, challenges and design implications are presented for key feedback technologies. The chapter concludes with a discussion of improved feedback approaches that are likely to be enabled by technology in the future.
Original languageEnglish
Title of host publicationLearning, Design, and Technology
EditorsMichael J. Spector, Barbara B. Lockee, Marcus D. Childress
Place of PublicationCham Switzerland
PublisherSpringer
Number of pages45
ISBN (Electronic)9783319177274
DOIs
Publication statusPublished - 2018

Keywords

  • Cognitivism
  • Constructionism
  • Constructivism
  • Learning Theory
  • Learning Design
  • Multimodal instruction

Cite this

Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M., & Molloy, E. (2018). Technology and feedback design. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology Springer. https://doi.org/10.1007/978-3-319-17727-4_124-1