ABSTRACT
In this chapter we investigate one element in the complex web of student learning experiences in higher education that has been shown to be a very important part of the learning process, namely feedback or formative assessment.1 The introduction of an artifact in a social process, such as technology in education, challenges traditional and unquestioned structural and organisational pedagogical habits (Popkewitz, 1998). Not only must educators learn new ways of communicating with their students; technology itself opens for a re-evaluation of taken-for-granted practices. In this chapter we show how different e-feedback practices may influence student learning.
