nach oben

TechTrends

Erschienen in:

21.04.2020 | Original Paper

Feedback in a Digital Badge Learning Experience: Considering the Instructor’s Perspective

verfasst von: Erin D. Besser, Timothy J. Newby

Erschienen in: TechTrends | Ausgabe 3/2020

Einloggen, um Zugang zu erhalten

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

There is growing interest in how various technical tools can be used to leverage the instructional process for both teaching and learning. Digital badges are a visual representation of learning and skills. Digital badges have been used as a way to reduce gaps in knowledge (Bowen and Thomas Change, 46(1), 21-25, 2014; Guskey Journal of Advanced Academics, 19(1), 8–31, 2007), increase engagement (Abramovich et al. Educational Technology Research and Development, 61, 217–232, 2013; Glover and Latif 2013), and develop mastery in key concepts (Academic Medicine, 88(10), 1418–1423, 2013). One challenge for educators in using digital badge systems is in how to provide detailed and specific assessment and feedback to students. A potential solution is to pair digital badges with Mastery Learning strategies. In order to examine the types and ways in which instructors provide feedback, individual instructor case studies were developed. Each case was investigated and analyzed holistically as a single entity representing the distinct evaluation style of that instructor. The coding schema used a deductive process based on feedback and Mastery Learning research including the functions of feedback (e.g. task, cognitive, and functional validity information) (Balzer et al. Psychological Bulletin, 106(3), 410, 1989; Butler and Winne Review of Educational Research, 65(3), 245–281, 1995), principles of feedback (e.g. principles supporting self-regulated learning) (Nicol & Macfarlane-Dick Studies in Higher Education, 31(2), 199–218, 2006), framework of effective feedback (e.g. content, social and interpersonal negotiation, organization and management) (Yang and Carless Teaching in Higher Education, 18(3), 285–297, 2013), and essential elements of Mastery Learning (e.g. feedback, correctives, enrichment) (Guskey Journal of Advanced Academics, 19(1), 8–31, 2007). Instructors’ feedback fell within six categories: 1) Outcome Feedback; 2) Clarification; 3) Decreasing Gaps in Knowledge; 4) Motivation and Interaction; 5) Opportunities to Further Knowledge; 6) Promotes Overall Learning and Cognitive Development. Based on the results, specific categories of feedback are discussed.

Vorheriger Artikel T-REX: the Teachers’ Research Exchange. Overcoming the Research-Practice Gap in Education

Nächster Artikel Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools

Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217–232.

Balzer, W. K., Doherty, M. E., & O'Connor, R. (1989). Effects of cognitive feedback on performance. Psychological Bulletin, 106(3), 410.CrossRef

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory: Prentice-hall, Inc.

Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating on-line teaching. The Internet and Higher Education, 7(3), 217–232.

Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213–238.CrossRef

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559.

Bergmann, J., & Sams, A. (2012). Flip your classroom. Eugene, OR: International Society for Technology in Education.

Besser, E.D., & Newby, T.J. (2019). Exploring the role of feedback and its impact within a digital badge system from student perspectives. TechTrends, 1–11.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.

Bloom, B. S. (1968). Learning for mastery. Instruction and curriculum. Regional education Laboratory for the Carolinas and Virginia, topical papers and reprints, number 1. Evaluation Comment, 1(2), n2

Bloom, B. S. (1971a). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice (pp. 47-63). New York: Holt, Rinehart & Winston.

Bloom, B. S. (1976). Human characteristics and school learning. New York. New York: McGraw-Hill.

Bowen, K., & Thomas, A. (2014). Badges: A common currency for learning. Change, 46(1), 21–25. https://doi.org/10.1080/000913832014.867206.

Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students' experiences in learning to integrate Technology in Instruction. Journal of Technology and Teacher Education, 14(3), 599–621 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507862102&site=ehost-live.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281.CrossRef

Cantillon, P., & Sargeant, J. (2008). Giving feedback in clinical settings (Vol. 337).

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Washinton, D.C.: SAGE Publications.

Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Washington, D.C.: SAGE Publications.

Davidson-Shivers, G. V. (2009). Frequency and types of instructor interactions in online instruction. Journal of Interactive Online Learning, 8(1), 23–40.

Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British Journal of Educational Technology, 45(6), 1136–1148.

Garrison, D. R. (2011). E-learning in the 21st century: a framework for research and practice 2nd ed: Routledge.

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133–148.CrossRef

Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). effective instructor feedback: perceptions of online graduate students. Journal of Educators Online, 6(2), n2.

Glover, I., & Latif, F. (2013). Investigating perceptions and potential of open badges in formal higher education. Paper presented at the world conference on educational multimedia, hypermedia and telecommunications.

Guskey, T. R. (2003). How classroom assessments improve learning. Educational leadership, 60(5), 6–11.

Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom's “learning for mastery”. Journal of Advanced Academics, 19(1), 8–31.CrossRef

Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53–64.

Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1), 4.

Johnson, B., & Christensen, L. (2012). Educational research: Quantitative and qualitative approaches (4th ed.). Los Angeles: SAGE Publilcations.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254.

Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434–447. https://doi.org/10.1016/j.learninstruc.2009.05.003.CrossRef

Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 211–232.

Lambert, J., & Cuper, P. (2008). Multimedia technologies and familiar spaces: 21st century teaching for 21st century learners. Contemporary Issues in Technology and Teacher Education, 8(3), 264–276.

Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer and teaching: the impact of a single technology course on preservice teachers’ computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385–410.

Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356.CrossRef

Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New directions for program evaluation, 1986(30), 73–84.CrossRef

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179–197. https://doi.org/10.1080/02619768.2011.643396.CrossRef

Mayer, R. E. (2008). Learning and instruction (2nd ed.. Ed.). Upper Saddle River, N.J.: Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.

Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: New paradigms for medical education. Academic Medicine, 88(10), 1418–1423.

Mettler, E., Massey, C., & Kellman, P. J. (2011). Improving adaptive learning technology through the use of response times. Paper presented at the Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.

Michalsky, T., & Kramarski, B. (2015). Prompting reflections for integrating self-regulation into teacher technology education. Teachers College Record, 117, 050307.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Washington, D.C.: SAGE Publications.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.CrossRef

Ostashewski, N., & Reid, D. (2015). A history and frameworks of digital badges in education gamification in education and business (pp. 187-200): Springer International Publishing.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116–125.CrossRef

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33.CrossRef

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4–13.

Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. New York: Rowman & Littlefield Education.

Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In C. A. R. Ames (Ed.), Research on motivation in education (Vol. 3, pp. 13–44). San Diego, CA: Academic Press.

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications: Pearson higher Ed.

Slavin, R. E., & Karweit, N. L. (1984). Mastery learning and student teams: A factorial experiment in urban general mathematics classes. American Educational Research Journal, 21(4), 725–736.

Tally, S. (2012). Digital badges show students' skills along with degree. Retrieved January 27, 2015, 2015, from http://www.purdue.edu/newsroom/releases/2012/Q3/digital-badges-showstudentsskills-along-with-degree.html.

Tucker, S. A. (1993). Evaluation as feedback in instructional technology: The role of feedback in program evaluation. Interactive instruction and feedback (pp. 301–342). Englewood Cliffs, NJ: Educational Technology Publications.

Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285–297.CrossRef

Yin, R. K. (2009). Case study research: Design and methods (applied social research methods) (4th ed.). Washington, D.C.: SAGE Publications, Inc..

Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Los Angeles: SAGE Publications.

Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477–501.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2.

Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217–221.CrossRef

Titel: Feedback in a Digital Badge Learning Experience: Considering the Instructor’s Perspective
verfasst von: Erin D. Besser
Timothy J. Newby
Publikationsdatum: 21.04.2020
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 3/2020
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-020-00485-5

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Weitere Artikel der Ausgabe 3/2020

Spam and Educators’ Twitter Use: Methodological Challenges and Considerations

Applying Levels of Abstraction to Mathematics Word Problems

Educational 360-Degree Videos in Virtual Reality: a Scoping Review of the Emerging Research

Review of Reigeluth, C.M., & Karnopp, J.R. (2020). Vision and Action: Reinventing Schools through Personalized Competency-Based Education. Bloomington, IN: Marzano Resources

Levels of Students’ Reflective Thinking Skills in a Collaborative Learning Environment Using Google Docs

Words and Worlds: A Conversation on Writing, Craft, and the Power of Deep Fandom with Kij Johnson