ABSTRACT
This chapter explores the potential for technology to facilitate student engagement with, and learning through, feedback. The chapter begins by outlining the importance of a design stance on the use of learning technology in feedback processes; the adoption of such tools should serve a particular purpose in facilitating learning through feedback, not just save time during the marking process. Three affordances of technology for learning-focused feedback processes are discussed: enabling timely feedback; enabling the synthesis of multiple feedback exchanges; and supporting student uptake of feedback. This exploration synthesises research evidence on the use of online quiz tools, ‘clickers’, virtual learning environments, e-portfolios, audio feedback, video feedback and screencast feedback. Two key examples from the literature are used to illustrate the potential for virtual learning environments and learning analytics to contribute to effective feedback processes. A feedback design case collated through the Feedback Cultures project illustrates how audio feedback can facilitate effective feedback processes with very large cohorts of students.
