The evolution of an online feedback service with students as partners.

Ioannis Lignos

University of East London

MyFeedback is an online feedback service run by the Academic Tutoring team at the University of East London (UEL). The service provides formative type of feedback on the academic writing of students based on drafts they upload to a digital inbox. The service is a differentiated support mechanism that complements one-to-one guidance in academic writing provided by the academic tutors.

We discuss how the development and operation of the service has thrived through a partnership (Healey et. al, 2014; Mercer-Mapstone et.al, 2017) between learning developers (academic tutors) and students (online feedback initiators), and thus establishing a community of practice (Wenger, 1998) of shared learning and vision. We provide insights into the working model and the ways in which students become partners and occasionally co-creators.

We highlight the opportunities and benefits that are shared among all those involved and the roles they assume. Student users engage in a self-regulated learning experience (Nicol & Macfarlane-Dick, 2006) based on peer feedback interactions that are underpinned by pedagogical principles, such as the Zone of Proximal Development (Vygotsky, 1978) and differentiation. Tutors and student partners collaborate to consolidate their feedback mechanisms by bringing together teaching expertise, fresh enthusiasm and first-hand student experiences and a sense of belonging, inclusivity and collaboration. At the same time, tutors direct their capacity efficiently to students that can benefit more from a live dialogue based on their assessment at hand.

References.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy, York, UK.

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1), 15–37.

Nicol, D. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.