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ERIC Number: EJ1011120
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1470-3297
Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology
Pagano, Rosane; Paucar-Caceres, Alberto
Innovations in Education and Teaching International, v50 n1 p94-103 2013
Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules. Adopting a systemic approach, we explore and test key observable and controllable dimensions of the feedback system. Using results of a pilot study, we provide evidence that learning activities, using CRT, address the simultaneous requirements of "timing," "frequency," combined with "scope," "focus" and "clarity," in education provision. These requirements are identified as crucial elements for quality feedback in a constrained environment. (Contains 1 table, 1 figure, and 1 graph.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom