{"title":"Designing formative feedback in collaborative online international learning","authors":"M. Altmann, Maik Arnold","doi":"10.3233/hsm-230100","DOIUrl":null,"url":null,"abstract":"BACKGROUND: The adequate delivery of formative feedback in higher education is vigorously discussed to support the development of students’ learning activities. Most of the literature refers to individual feedback to students in the context of web-based training and teaching in higher education. However, concrete design recommendations are scarce, especially regarding collaborative online international learning modules. OBJECTIVE: This paper aims to identify and systematize the need for formative feedback from students in Virtual Exchange modules and concludes with implications for the design of formative feedback activities. METHODS: The research employs a two-step sequential explorative mixed methods and longitudinal approach. A quantitative pre-test is followed by a qualitative self-reflective journal survey with two data collection dates using a thematic co-occurrence analysis. RESULTS: Based on 11 abductively coded themes, findings include the effects of agents on students and barriers and prerequisites for implementing formative Feedback in COIL modules. CONCLUSIONS: The effects of feedback can vary depending on the agent. While e-tutors need to build trust and give orientation, teachers support reflection, and peers affect motivation. Applicable and quick responses are fundamental for a positive perception of formative feedback. Peer feedback can potentially improve learning and reduce the teacher’s workload.","PeriodicalId":13113,"journal":{"name":"Human systems management","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Human systems management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3233/hsm-230100","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
Abstract
BACKGROUND: The adequate delivery of formative feedback in higher education is vigorously discussed to support the development of students’ learning activities. Most of the literature refers to individual feedback to students in the context of web-based training and teaching in higher education. However, concrete design recommendations are scarce, especially regarding collaborative online international learning modules. OBJECTIVE: This paper aims to identify and systematize the need for formative feedback from students in Virtual Exchange modules and concludes with implications for the design of formative feedback activities. METHODS: The research employs a two-step sequential explorative mixed methods and longitudinal approach. A quantitative pre-test is followed by a qualitative self-reflective journal survey with two data collection dates using a thematic co-occurrence analysis. RESULTS: Based on 11 abductively coded themes, findings include the effects of agents on students and barriers and prerequisites for implementing formative Feedback in COIL modules. CONCLUSIONS: The effects of feedback can vary depending on the agent. While e-tutors need to build trust and give orientation, teachers support reflection, and peers affect motivation. Applicable and quick responses are fundamental for a positive perception of formative feedback. Peer feedback can potentially improve learning and reduce the teacher’s workload.
期刊介绍：
Human Systems Management (HSM) is an interdisciplinary, international, refereed journal, offering applicable, scientific insight into reinventing business, civil-society and government organizations, through the sustainable development of high-technology processes and structures. Adhering to the highest civic, ethical and moral ideals, the journal promotes the emerging anthropocentric-sociocentric paradigm of societal human systems, rather than the pervasively mechanistic and organismic or medieval corporatism views of humankind’s recent past. Intentionality and scope Their management autonomy, capability, culture, mastery, processes, purposefulness, skills, structure and technology often determine which human organizations truly are societal systems, while others are not. HSM seeks to help transform human organizations into true societal systems, free of bureaucratic ills, along two essential, inseparable, yet complementary aspects of modern management: a) the management of societal human systems: the mastery, science and technology of management, including self management, striving for strategic, business and functional effectiveness, efficiency and productivity, through high quality and high technology, i.e., the capabilities and competences that only truly societal human systems create and use, and b) the societal human systems management: the enabling of human beings to form creative teams, communities and societies through autonomy, mastery and purposefulness, on both a personal and a collegial level, while catalyzing people’s creative, inventive and innovative potential, as people participate in corporate-, business- and functional-level decisions. Appreciably large is the gulf between the innovative ideas that world-class societal human systems create and use, and what some conventional business journals offer. The latter often pertain to already refuted practices, while outmoded business-school curricula reinforce this problematic situation.
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