'FLAGPOLE': Students' experiences in developing feedback literacy in project-based learning
File(s)
Author(s)
Orwell, Susan
Type
Thesis
Abstract
Project-based learning (PjBL) in groups nurtures the collaborative skills that are important for today’s workforce. By integrating industry-led Agile principles, processes, and project management software tools as authentic cognitive tools, PjBL prepares students for employment by enhancing group work activities, authenticity, communication, and industry connections. This qualitative study investigates higher education (HE) students’ experiences when developing feedback literacy in PjBL, in groups. It examines the experience of undergraduate and placement students, also instructors and graduates working as industry professionals. The literature review reveals two concerns: the PjBL literature lacks exploration in active construction, situated learning, social interaction, and cognitive tools; and feedback literacy literature primarily addresses individual written work, neglecting PjBL group activities. Consequently, the relationship between developing feedback literacy and PjBL remains under-researched, leading to the following research question: how do higher education students experience developing feedback literacy in project-based learning in groups, within situated learning and using cognitive tools? To answer this question, a new framework, Feedback Literacy for Project-Based Learning (FL4PjBL), was created to integrate PjBL and feedback literacy literature and frameworks. Data was collected and analysed from a questionnaire of 171 students, group interviews with 19 students, and interviews with 18 individual students, three university instructors and three industry professionals. The results led to a revised framework called Feedback Literacy for Authentic Group Project Learning Environments (FLAGPOLE) with several categories, including one called ‘feedback fluency’ and several themes such as: “appreciate and recognise feedback from reviewing work in groups”. This study not only contributes empirical evidence on PjBL, developing feedback literacy, and Agile in education; it also provides a framework (FLAGPOLE) for implementing PjBL and developing feedback literacy in groups and workshops. It includes recommendations for using PjBL and feedback literacy to equip students with skills and adaptability for the modern workforce, enhancing their employability.
Version
Open Access
Date Issued
2025-01-18
Date Awarded
2026-01-01
Copyright Statement
Attribution-NonCommercial 4.0 International Licence (CC BY-NC)
License URL
Advisor
Page, Freddie
Publisher Department
Dyson School of Design Engineering
Publisher Institution
Imperial College London
Qualification Level
Doctoral
Qualification Name
Doctor of Philosophy (PhD)