Feedback in technology based instruction : learner preferences
Author(s)
Lefevre, David John
Type
Thesis
Abstract
This research investigates learners’ requirements for the format of feedback when using technology based
instruction (TBI). A novel approach is taken by focusing on learners’ preferences for such feedback. The primary
method of data collection is to provide subjects with a range of options for TBI feedback and observe those
options they choose to view.
Feedback has a powerful effect on learning. It is considered one of the ten most significant influences on learner
achievement (Hattie and Timperley 2007: 83). Prior research into TBI feedback has focused on the relationship
between the format of such feedback and scores achieved in subsequent performance tests. Results have been
inconclusive and the format of TBI feedback that should be provided to learners is unclear. This has led to calls for
an increased focus on the learners’ perspective of TBI feedback (Mory 2003: 770; Handley, Price, et al. 2011: 548).
This research furthers understanding of the learners’ perspective by identifying the format of TBI feedback learners
choose to view and factors that affect this choice, hitherto an area not subject to empirical research. The specific
focus is learners’ preferences for TBI feedback provided following responses to multiple choice questions. A
mixed-method approach is taken comprising technology based observations and semi-structured interviews. In the
former, a software tool developed as part of this research delivers items of TBI to students and records their
preferences for feedback. Between 2008 and 2010 data were collected on 24 cohorts of students studying one or
more of three items of TBI. In total, students responded to 61,929 questions.
Results are interpreted through the constructivist perspective and the results are organised into eight themes which
are then synthesised with reference to theoretical frameworks to produce a model of learner interaction with TBI
feedback. In addition to furthering our understanding of how learners engage with TBI feedback, the results have
implications for existing theoretical models and for research aiming to establish the effectiveness of different
formats of TBI feedback. For the latter, this research also reveals avenues of future research that potentially address
the inconsistent pattern of results found in prior research.
No claims are made as to the effectiveness of different feedback formats however a number of recommendations
to educators regarding the content, timing and delivery of TBI feedback are suggested.
instruction (TBI). A novel approach is taken by focusing on learners’ preferences for such feedback. The primary
method of data collection is to provide subjects with a range of options for TBI feedback and observe those
options they choose to view.
Feedback has a powerful effect on learning. It is considered one of the ten most significant influences on learner
achievement (Hattie and Timperley 2007: 83). Prior research into TBI feedback has focused on the relationship
between the format of such feedback and scores achieved in subsequent performance tests. Results have been
inconclusive and the format of TBI feedback that should be provided to learners is unclear. This has led to calls for
an increased focus on the learners’ perspective of TBI feedback (Mory 2003: 770; Handley, Price, et al. 2011: 548).
This research furthers understanding of the learners’ perspective by identifying the format of TBI feedback learners
choose to view and factors that affect this choice, hitherto an area not subject to empirical research. The specific
focus is learners’ preferences for TBI feedback provided following responses to multiple choice questions. A
mixed-method approach is taken comprising technology based observations and semi-structured interviews. In the
former, a software tool developed as part of this research delivers items of TBI to students and records their
preferences for feedback. Between 2008 and 2010 data were collected on 24 cohorts of students studying one or
more of three items of TBI. In total, students responded to 61,929 questions.
Results are interpreted through the constructivist perspective and the results are organised into eight themes which
are then synthesised with reference to theoretical frameworks to produce a model of learner interaction with TBI
feedback. In addition to furthering our understanding of how learners engage with TBI feedback, the results have
implications for existing theoretical models and for research aiming to establish the effectiveness of different
formats of TBI feedback. For the latter, this research also reveals avenues of future research that potentially address
the inconsistent pattern of results found in prior research.
No claims are made as to the effectiveness of different feedback formats however a number of recommendations
to educators regarding the content, timing and delivery of TBI feedback are suggested.
Date Issued
2012-01
Date Awarded
2013-07
Copyright Statement
Attribution NoDerivatives 4.0 International Licence (CC BY-ND)
Advisor
Cox, Benita
Publisher Department
Imperial College Business School
Publisher Institution
Imperial College London
Qualification Level
Doctoral
Qualification Name
Doctor of Philosophy (PhD)