Investigating productive feedback practices to facilitate student engagement and learning – CRADLE Seminar Series #5 2023

Wednesday 10 May at 4pm

In this seminar CRADLE PhD graduate Dr Bianka Malecka and cotutelle with CRADLE and the University of Copenhagen graduate Dr Lasse X Jensen will present their research on feedback and its impact on learning using learner-centred approaches and feedback encounters.

  • When: Wednesday 10 May
  • Time: 4pm – 5.30pm (AEST)
  • Where: Online
  • Cost: This is a free event

Talk 1: Ipsative feedback processes and their role in developing students’ feedback literacy

In the first talk Bianka will present her doctoral research which sought to understand how the application of ipsative processes to feedback (comparison of student’s current performance with previous similar tasks) can provide learners with systematic opportunities to utilize information from others to improve the quality of their work. The research was conducted with direct-entry program students at an English language centre and used design-based research methodology.

Highligter marking text on paper

Bianka will synthesise the findings from four studies developed for her PhD which focused on conceptualising ipsative processes within the new paradigm of feedback. Bianka will offer empirical evidence of the role of these processes in facilitating student action on feedback and helping students navigate feedback in different learning contexts.

Bianka will then discuss how learners’ feedback histories shape their engagement with feedback in new contexts and suggest how to build on students’ prior experiences with feedback to enhance their feedback literacy.

Talk 2: Characteristics of productive feedback encounters in online courses

In the second talk Lasse will present a study that explores how students in online courses seek out, make sense of, and use, both formal and informal feedback processes. The study uses the notion of feedback encounters as an analytical lens to identify the conditions that lead to productive feedback encounters, i.e., those that have a positive impact on learning. The study’s data is derived from digital ethnographic fieldwork conducted at an Australian and a Danish university.

Three main categories of feedback encounters were identified: elicited, formal, and incidental. The study further explores these encounters based on their impact on student activity, distinguishing between:

  • instrumental learning (minor impact on understanding), and
  • substantive learning (significant impact, prompting reflection and deeper thinking).
Person studying on a computer

Lasse will argue that the impact of feedback encounters depends on the student’s willingness to engage with challenging feedback and the timing of the encounter in relation to their current tasks.

About Bianka Malecka

Bianka Malecka is an educator, learning designer and researcher. She received her PhD from CRADLE in 2022 for her work on the role of ipsative feedback processes in developing student feedback literacy. Bianka’s research interests include student-centred learning design and assessment for learning. She is currently teaching direct-entry programs at UNSW Global in Sydney.

About Lasse Jensen

Lasse X Jensen is a postdoctoral researcher at the University of Copenhagen. He primarily works on the NNF programme Partnership for the Education of Health Professionals (PEP). His PhD research explored feedback processes in online higher education. Other projects have focused on moocs and open educational resources, humanitarian education, virtual reality in education and training, and student experiences with emergency remote teaching.


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