Designing formative feedback in collaborative online international learning

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.