16 SES 10 A, Self-regulated Learning in Technology Enhanced Learning Environments II
Symposium, Part 2
Recent National Student Survey reports in the UK (for example HEFCE, 2007) have uncovered student dissatisfaction with feedback received in higher education. The literature emphasises the value of formative feedback over summative feedback for learning (eg. Brown et al , 1996; Maclellan, 2004). This paper reports the development and evaluation of ‘student activated feedback (SAF)’ units, provided as enhancements of an online master’s-level teacher education course developed by the University of Nottingham for use with international students. These students are practising teachers who are studying to gain the International Postgraduate Certificate in Education in order to increase their capacity to make links between their day-to-day practice and the philosophy and psychology of education. The Nottingham SAF project has developed models of online formative feedback that offer opportunities for students to read coursework written by other students, and to view expert podcast commentary on that coursework. The aim was to make best use of technologies to reduce the burden on academics while offering additional benefits to students. The SAF units invite students to take opportunities to deepen their knowledge while enhancing self-regulation in their learning.
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