{"id":68,"date":"2024-11-29T14:43:26","date_gmt":"2024-11-29T14:43:26","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/?p=68"},"modified":"2024-12-02T10:03:26","modified_gmt":"2024-12-02T10:03:26","slug":"assessment-feedback-for-distance-learning-students-and-feed-back-to-the-future","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/2024\/11\/29\/assessment-feedback-for-distance-learning-students-and-feed-back-to-the-future\/","title":{"rendered":"Assessment Feedback for Distance Learning Students and Feed \u2018Back to the Future\u2019\u00a0"},"content":{"rendered":"

This week\u2019s blog post will consider Assessment Feedback through the lens of students who study at supported distance learning institutions – like the Open University. We will consider innovations in Assessment Feedback <\/span>and consider where <\/span>tutors (and other members of staff concerned with Learning and Teaching) may find relevant and timely scholarship to start their own investigations into rapidly emerging <\/span>subject matter such as Artificial Intelligence (AI).<\/span><\/p>\n

My OU Student Feedback Experience<\/span><\/b>\u00a0<\/span><\/p>\n

My hand hovered over the mouse, hesitant to click on the document and open the first piece of feedback from my OU tutor. When I finally managed to click the button and load the screen, relief washed over me \u2013 the mark wasn\u2019t too bad. I did have to reacquaint myself with the OU\u2019s unique marking system, but there were some encouraging words from my module tutor.<\/span><\/i>\u00a0<\/span><\/p>\n

Three words jumped out to me from the text: \u201cyou write well.\u201d This was significant to me –\u00a0 I had been so anxious about my ability to write. As a mature student, I hadn\u2019t written in an academic style for a while, even though engaging with academic texts was necessary for my work role. I started my degree with the OU full of self-doubt and I questioned my abilities at every opportunity.<\/span><\/i>\u00a0<\/span><\/p>\n

Reflecting on my years of pursuing an open degree with the OU, I realise that carefully crafted assessment feedback, with snippets of encouragement weaved through out, greatly impacted my engagement with my course. It\u2019s easy to let your studies fall by the wayside when you\u2019re in doubt and insecurity about your studies – <\/span><\/i>add to that – juggling work, caregiving, and other responsibilities that mature students often face – let\u2019s just say I was on the brink of withdrawing many times. I don\u2019t know for sure if those words kept me on the course, but they certainly helped keep me going.<\/span><\/i>\u00a0<\/span><\/p>\n

My assessment feedback experience with the OU was shaped by interactions with my tutors and these experiences were always positive and affirming. They reassured me of my right to undertake study at degree level, dispelled my angst and helped me to leap those tumultuous barriers to effective study and progression.<\/span><\/i>\u00a0<\/span><\/p>\n

The Importance of Assessment Feedback for Supported Distance Learning Students<\/span><\/b>\u00a0<\/span><\/p>\n

It could be argued that assessment feedback is of increased importance to supported distance learning students. There are obvious benefits of feedback such as enhancing learning and understanding of module content , but feedback also provides a connection point between students and their tutors. Well-crafted feedback can encourage and motivate students, it can facilitate reflective skills, and develop independent study skills.\u00a0 All these skills are essential for successful distance learning.<\/span>\u00a0<\/span><\/p>\n

The benefits of constructive feedback for supported distance learning students can be abstract and not easily defined or measured. Academic staff, and others involved with learning and teaching, have the opportunity to evaluate and contribute to this matter via scholarly investigation through dedicated faculty centres.\u00a0 Internal OU members of staff can visit the internal pages of our <\/span>Scholarship Exchange centre. <\/span><\/a>The enablement of\u00a0 Scholarship of Teaching and Learning (SOTL) within the institution allows for continuous inquiry into the most pertinent questions of educational practice, enabling a broad range of issues to be addressed. At the time of writing, there are a multitude of projects in progress looking at innovative and enhancement methods for assessment feedback.\u00a0 These projects span areas such as: the integration of video screencasts, personal and empathetic dialogue, automated feedback, feedback co-design and other various innovative approaches. It will come as no surprise then that Artificial Intelligence (AI), and it’s integration in education practice, is appearing as a subject of investigation with the SOTL space.<\/span>\u00a0<\/span><\/p>\n

Innovative Enhancements to Assessment Feedback<\/span><\/b>\u00a0<\/span><\/p>\n

Naturally, the scholarly exploration of AI within Higher Education’s teaching and learning practice has evolved to consider AI’s potential to enhance the assessment feedback process for learners.\u00a0 Where might one start their own scholarly exploration? We highly recommend beginning any current scholarly activity within your own institution and surveying emerging and established research and scholarship projects.\u00a0<\/span><\/p>\n

For diverse and timely perspectives\u00a0 – blog posts and articles can also provide valuable resources for practitioners and are useful for providing direction to further resources. Here is a small sample of varying relevance to the topic in question:<\/span><\/p>\n