Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges
Edited book (chapter)
Chapter Title | Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges |
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Book Chapter Category | Edited book (chapter) |
ERA Publisher ID | 2177 |
Book Title | Technology-enhanced formative assessment practices in higher education |
Authors | Fanshawe, Melissa (Author), Delaney, Nicole (Author) and Powell, Alwyn (Author) |
Editors | Dann, Christopher Ewart and O'Neill, Shirley |
Page Range | 41-59 |
Series | Advances in Higher Education and Professional Development Book Series |
Chapter Number | 3 |
Number of Pages | 19 |
Year | 2020 |
Publisher | IGI Global |
Place of Publication | United States |
ISBN | 9781799804260 |
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. |
Keywords | digital badges, higher education, online learning, feedback |
ANZSRC Field of Research 2020 | 390303. Higher education |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | School of Education |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q56zq/utilising-instantaneous-feedback-to-promote-self-regulated-learning-in-online-higher-education-course-the-case-for-digital-badges
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