Feedforward Strategies in the First Year Experience of Online and Distributed Learning Environments

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Author(s)
Baker, David John
Zuvela, Danielle
Year published
2013
Metadata
Show full item recordAbstract
Feedforward is an educational strategy focusing on providing students with prior exposure to, and prior practice with assessment in order to clarify expectations and standards. Current research into feedforward has yet to consider the specificity of online and distributed learning environments. We have developed a feedforward-based approach to teaching a large first year prerequisite course in screen history involving the modified and critical use of exemplars and assessment guidance in ways designed to stimulate self and peer assessment throughout the course. Our focus is the improvement of task compliance, quality ...
View more >Feedforward is an educational strategy focusing on providing students with prior exposure to, and prior practice with assessment in order to clarify expectations and standards. Current research into feedforward has yet to consider the specificity of online and distributed learning environments. We have developed a feedforward-based approach to teaching a large first year prerequisite course in screen history involving the modified and critical use of exemplars and assessment guidance in ways designed to stimulate self and peer assessment throughout the course. Our focus is the improvement of task compliance, quality and criteria in order to stimulate meaningful engagement with assessment and enhanced student performance in the unit.
View less >
View more >Feedforward is an educational strategy focusing on providing students with prior exposure to, and prior practice with assessment in order to clarify expectations and standards. Current research into feedforward has yet to consider the specificity of online and distributed learning environments. We have developed a feedforward-based approach to teaching a large first year prerequisite course in screen history involving the modified and critical use of exemplars and assessment guidance in ways designed to stimulate self and peer assessment throughout the course. Our focus is the improvement of task compliance, quality and criteria in order to stimulate meaningful engagement with assessment and enhanced student performance in the unit.
View less >
Conference Title
ASSESSMENT & EVALUATION IN HIGHER EDUCATION
Volume
38
Issue
6
Copyright Statement
© The Author(s) 2011. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.
Subject
Education