Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges

Edited book (chapter)

Fanshawe, Melissa, Delaney, Nicole and Powell, Alwyn. 2020. "Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges." Dann, Christopher Ewart and O'Neill, Shirley (ed.) Technology-enhanced formative assessment practices in higher education. United States. IGI Global. pp. 41-59
Chapter Title

Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleTechnology-enhanced formative assessment practices in higher education
AuthorsFanshawe, Melissa (Author), Delaney, Nicole (Author) and Powell, Alwyn (Author)
EditorsDann, Christopher Ewart and O'Neill, Shirley
Page Range41-59
SeriesAdvances in Higher Education and Professional Development Book Series
Chapter Number3
Number of Pages19
Year2020
PublisherIGI Global
Place of PublicationUnited States
ISBN9781799804260
9781799804277
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-7998-0426-0.ch003
Web Address (URL)https://www.irma-international.org/chapter/utilizing-instantaneous-feedback-to-promote-self-regulated-learning-in-online-higher-education-courses/232896/
Abstract

In higher education learning environments, there is a dual need for educators to use supportive strategies to motivate students throughout the course, while also aiming to increase the capacity of students to self-regulate their learning. Using instantaneous tools to deliver formative or summative feedback through digital technology has been shown to lead to higher achievement and retention rates. This chapter shows how digital badges can provide instantaneous feedback to support students to feel belonging in the online community and develop self-regulation skills. Instantaneous feedback tools can be used to provide teacher presence throughout higher education courses to increase student engagement, retention, and achievement.

Keywordsdigital badges, higher education, online learning, feedback
ANZSRC Field of Research 2020390303. Higher education
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Byline AffiliationsSchool of Education
Institution of OriginUniversity of Southern Queensland
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Abawi, Lindy, Fanshawe, Melissa, Gilbey, Kathryn, Andersen, Cecily and Rogers, Christina. 2019. "Celebrating diversity: focus on inclusion." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 41-91
The importance of Indigenous cultural perspectives in education (the danger of the single story)
Fanshawe, Melissa, Abawi, Lindy and Guy, Jillian. 2019. "The importance of Indigenous cultural perspectives in education (the danger of the single story)." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 289-318
Opening eyes to vision impairment: inclusion is just another way of seeing
Cain, Melissa and Fanshawe, Melissa. 2019. "Opening eyes to vision impairment: inclusion is just another way of seeing." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 239-288
The implications of monocular vision on orientation and mobility
Fanshawe, Melissa. 2015. "The implications of monocular vision on orientation and mobility." Journal of the South Pacific Educators in Vision Impairment. 8 (1), pp. 77-86.
Identifying tools, materials and adhesive methods used in the primary school and factors influencing the opportunities to use them
Powell, Alwyn. 2019. Identifying tools, materials and adhesive methods used in the primary school and factors influencing the opportunities to use them. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/1ns1-tn04
The practice of using NAPLAN numeracy test results: a review of the literature
Getenet, Seyum and Fanshawe, Melissa. 2018. "The practice of using NAPLAN numeracy test results: a review of the literature." Hunter, Jodie, Darragh, Lisa and Perger, Pam (ed.) 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA41). Auckland, New Zealand 01 - 05 Jul 2018 Adelaide, Australia.