Technology-enabled higher education academic writing feedback: practices, needs and preferences

Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback...

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Autores: Ducasse, Ana Maria, López Ferrero, Carmen, Mateo-Girona, M. Teresa
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/60567
Acceso en línea:http://hdl.handle.net/10230/60567
http://dx.doi.org/10.14742/ajet.8557
Access Level:acceso abierto
Palabra clave:Higher education
Digital feedback
Academic writing
Feedback perception
Feedback practice
Feedback needs
Online learning
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spelling Technology-enabled higher education academic writing feedback: practices, needs and preferencesDucasse, Ana MariaLópez Ferrero, CarmenMateo-Girona, M. TeresaHigher educationDigital feedbackAcademic writingFeedback perceptionFeedback practiceFeedback needsOnline learningStudent and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers’ and students’ self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers’ and students’ self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants’ needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context.This study was supported by the research project Inter_ECODAL: Interculturality and intercomprehension assessing plurilingual discourse competence: Digital student feedback literacy(reference PID2020-113796RB-I00/MICINN/ EI/10.13039/501100011033), co-funded by the Research ChallengesR+D+iProjects, Ministry of Science and Innovation(Spain)and the Spanish State Research Agency.We gratefully acknowledge the participation of experts who willingly provided valuable feedback on the draft versions of the surveys.Australasian Society for Computers in Learning in Tertiary Education202420242023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/60567http://dx.doi.org/10.14742/ajet.8557reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésAustralasian Journal of Educational Technology. 2023 Nov 23;39(4):48-73info:eu-repo/grantAgreement/ES/2PE/PID2020-113796RB-I00Articles published in the Australasian Journal of Educational Technology(AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/605672026-06-12T07:21:37Z
dc.title.none.fl_str_mv Technology-enabled higher education academic writing feedback: practices, needs and preferences
title Technology-enabled higher education academic writing feedback: practices, needs and preferences
spellingShingle Technology-enabled higher education academic writing feedback: practices, needs and preferences
Ducasse, Ana Maria
Higher education
Digital feedback
Academic writing
Feedback perception
Feedback practice
Feedback needs
Online learning
title_short Technology-enabled higher education academic writing feedback: practices, needs and preferences
title_full Technology-enabled higher education academic writing feedback: practices, needs and preferences
title_fullStr Technology-enabled higher education academic writing feedback: practices, needs and preferences
title_full_unstemmed Technology-enabled higher education academic writing feedback: practices, needs and preferences
title_sort Technology-enabled higher education academic writing feedback: practices, needs and preferences
dc.creator.none.fl_str_mv Ducasse, Ana Maria
López Ferrero, Carmen
Mateo-Girona, M. Teresa
author Ducasse, Ana Maria
author_facet Ducasse, Ana Maria
López Ferrero, Carmen
Mateo-Girona, M. Teresa
author_role author
author2 López Ferrero, Carmen
Mateo-Girona, M. Teresa
author2_role author
author
dc.subject.none.fl_str_mv Higher education
Digital feedback
Academic writing
Feedback perception
Feedback practice
Feedback needs
Online learning
topic Higher education
Digital feedback
Academic writing
Feedback perception
Feedback practice
Feedback needs
Online learning
description Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers’ and students’ self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers’ and students’ self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants’ needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/60567
http://dx.doi.org/10.14742/ajet.8557
url http://hdl.handle.net/10230/60567
http://dx.doi.org/10.14742/ajet.8557
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Australasian Journal of Educational Technology. 2023 Nov 23;39(4):48-73
info:eu-repo/grantAgreement/ES/2PE/PID2020-113796RB-I00
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Australasian Society for Computers in Learning in Tertiary Education
publisher.none.fl_str_mv Australasian Society for Computers in Learning in Tertiary Education
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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