{"id":264,"date":"2026-03-17T10:37:46","date_gmt":"2026-03-17T10:37:46","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/?p=264"},"modified":"2026-03-17T10:37:46","modified_gmt":"2026-03-17T10:37:46","slug":"did-they-use-it-and-did-it-help-exploring-how-students-engage-with-interactive-online-feedback-resources-between-formative-and-summative-assignment-submissions-in-a-first-year-nurs","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/2026\/03\/17\/did-they-use-it-and-did-it-help-exploring-how-students-engage-with-interactive-online-feedback-resources-between-formative-and-summative-assignment-submissions-in-a-first-year-nurs\/","title":{"rendered":"\u201cDid they use it, and did it help?\u201d Exploring how students engage with interactive online feedback resources between formative and summative assignment submissions in a first-year nursing degree module.\u202f\u202f"},"content":{"rendered":"

Rationale:\u00a0<\/span><\/b>Formative feedback is a key\u00a0component\u00a0of nursing education, supporting\u00a0both\u00a0academic and\u00a0practical\u00a0skill development.\u00a0\u00a0However, feedback is consistently reported as an area of dissatisfaction within higher education in the UK, with\u00a0both\u00a0students\u00a0and lecturers\u00a0feeling\u00a0dissatisfied with the feedback process. The feedback provided needs to not only\u00a0identify\u00a0areas for improvement but\u00a0then\u00a0needs\u00a0to be utilised in a way that can\u00a0positively\u00a0impact\u00a0the student\u2019s learning.\u00a0\u00a0Technology can offer options to help\u00a0bridge the gap between feedback provided and using it\u00a0effectively, yet research in this area\u00a0remains\u00a0limited.\u00a0\u00a0This study addresses this gap by investigating how first year BSc Nursing students engage with interactive online resources designed to enhance their engagement with formative feedback,\u00a0prior to summative assignment submission.<\/span>\u00a0<\/span><\/p>\n

Method:\u00a0<\/span><\/b>\u00a0A mixed-methods, concurrent design was used.\u00a0\u00a0Quantitative engagement data was collected via Blackboard Ultra learning analytics, capturing the\u00a0number\u00a0of students accessing the resources\u00a0and\u00a0levels\u00a0of\u00a0engagement\u00a0with\u00a0the\u00a0quizzes\/activities.\u00a0\u00a0This data was collected from 106 students over 2 streams from the September 2025 cohort.\u00a0\u00a0These streams were chosen as the researcher had no direct teaching responsibilities for these students\u00a0(to reduce the power differential).\u00a0\u00a0Short online questionnaires were also used\u00a0to\u00a0gather\u00a0Likert\u00a0and qualitative data, exploring students\u2019\u00a0perceptions\u00a0of the interactive resources and their impact on learning, as well as suggestions for\u00a0future practice.\u00a0\u00a0Quantitative data were analysed using descriptive statistics and qualitative responses were analysed thematically following Braun and Clarke\u2019s framework.<\/span>\u00a0<\/span><\/p>\n

Results:\u00a0\u00a0<\/span><\/b>Preliminary findings from the analytics\u00a0indicate\u00a0that\u00a0approximately a\u00a0third of students engaged with each of the resources in some way.\u00a0\u00a0The\u00a0uptake\u00a0for the online survey was low, with a 15% response rate.\u00a0\u00a0The Likert responses suggest that the resources\u00a0were\u00a0largely considered\u00a0useful\u00a0by\u00a0respondents and\u00a0that learners felt their academic writing had\u00a0improved\u00a0because of\u00a0using the resources.\u00a0\u00a0Following the thematic analysis of the qualitative data,\u00a0five\u00a0themes were\u00a0identified\u00a0\u2013\u00a0engagement with resources, barriers to use, improvements to academic writing, feelings about the resources,\u00a0and\u00a0future provision.\u00a0\u00a0Interpretation of these themes,\u00a0alongside the analysis of the learning analytics,\u00a0allowed for contextualisation and further exploration.<\/span>\u00a0<\/span><\/p>\n

Conclusions:\u00a0<\/span><\/b>This presentation will\u00a0examine the\u00a0study’s\u00a0findings,\u00a0demonstrating\u00a0the\u00a0<\/span>potential of interactive, technology-enhanced resources to encourage self-regulated engagement with formative feedback in nurse education.\u00a0\u00a0Findings contribute to the understanding of how engagement with formative feedback can be improved, aiming to\u00a0provide\u00a0practical guidance for educators designing resources to enhance student feedback literacy and engagement.\u00a0\u00a0These insights may have implications for curriculum design, teaching\u00a0practice\u00a0and student support\u00a0–\u00a0ultimately supporting\u00a0students with their academic writing and success.<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Rationale:\u00a0Formative feedback is a key\u00a0component\u00a0of nursing education, supporting\u00a0both\u00a0academic and\u00a0practical\u00a0skill development.\u00a0\u00a0However, feedback is consistently reported as an area of dissatisfaction within higher education in the UK, with\u00a0both\u00a0students\u00a0and lecturers\u00a0feeling\u00a0dissatisfied with the feedback process. The feedback provided needs to not only\u00a0identify\u00a0areas for improvement but\u00a0then\u00a0needs\u00a0to be utilised in a way that can\u00a0positively\u00a0impact\u00a0the student\u2019s learning.\u00a0\u00a0Technology can offer options to help\u00a0bridge […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[112,70,138,135,66,137,136,139],"class_list":["post-264","post","type-post","status-publish","format-standard","hentry","category-uncategorised","tag-engagement","tag-feedback","tag-feedback-literacy","tag-formative-assessment","tag-higher-education","tag-interactive-online-resources","tag-nursing","tag-quizzing"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/264","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/comments?post=264"}],"version-history":[{"count":1,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/264\/revisions"}],"predecessor-version":[{"id":265,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/264\/revisions\/265"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/media?parent=264"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/categories?post=264"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/tags?post=264"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}