Abstract
This paper presents four case studies conducted at Danish universities, where digital-voting-systems, podcasts, screencasts, instruction videos and quizzes have been used.
Focus is on teachers- students’ feedback in a range of concrete teaching activities. The studies have been completed within campus based humanities, health and science education.
The empirical focus: Communication, and its conditions, using digital media as a learning resource before, during and after lectures.
The empirical design was primarily bases on class observations and interviews.
The studies show that the use of the digital media in the case-specific teaching environment provided the possibility for personalization and an increased opportunity for consideration of the individual student's prerequisites for fruitful participation in teaching.
The tools used as feedback media facilitate development of knowledge/skills/competences in an individual and the social dimension. Media can help the individual students’ development of the required skills/competences, and support students’ collaboration.
Digital media cannot be considered as a substitute for campus-based- feedback, rather a feedback media, which call for follow- up- f2f -communication.
Furthermore digital media as feedback media can provide the teachers with knowledge about the students’ abilities, and help the teachers to develop their teaching activities. The students and teachers express that they prefer both the opportunity to use digital media and the opportunity to f2f-communicate, when focus is on optimization learning outcome.
Findings challenge the allocated time for teaching, including feedback activities. Time dimension appears to be a pivotal resource, when feedback and subsequent interaction are an essential focal point.
Focus is on teachers- students’ feedback in a range of concrete teaching activities. The studies have been completed within campus based humanities, health and science education.
The empirical focus: Communication, and its conditions, using digital media as a learning resource before, during and after lectures.
The empirical design was primarily bases on class observations and interviews.
The studies show that the use of the digital media in the case-specific teaching environment provided the possibility for personalization and an increased opportunity for consideration of the individual student's prerequisites for fruitful participation in teaching.
The tools used as feedback media facilitate development of knowledge/skills/competences in an individual and the social dimension. Media can help the individual students’ development of the required skills/competences, and support students’ collaboration.
Digital media cannot be considered as a substitute for campus-based- feedback, rather a feedback media, which call for follow- up- f2f -communication.
Furthermore digital media as feedback media can provide the teachers with knowledge about the students’ abilities, and help the teachers to develop their teaching activities. The students and teachers express that they prefer both the opportunity to use digital media and the opportunity to f2f-communicate, when focus is on optimization learning outcome.
Findings challenge the allocated time for teaching, including feedback activities. Time dimension appears to be a pivotal resource, when feedback and subsequent interaction are an essential focal point.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2018 |
| Status | Udgivet - 2018 |
| Begivenhed | EARLI: Assessment and Evaluation: Assessment and Learning Analytics - Helsinki Universitet, Helsinki, Finland Varighed: 29 aug. 2018 → 31 aug. 2018 Konferencens nummer: 9 |
Konference
| Konference | EARLI: Assessment and Evaluation |
|---|---|
| Nummer | 9 |
| Lokation | Helsinki Universitet |
| Land/Område | Finland |
| By | Helsinki |
| Periode | 29/08/2018 → 31/08/2018 |