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A role for technology in enhancing students’ engagement with feedback
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their
Using technology to encourage student engagement with feedback: a literature review
This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback
Pedagogy first: Realising technology enhanced learning by focusing on teaching practice
This paper explores a “pedagogy first” approach to technology enhanced learning developed by Sheffield Hallam University (SHU) as a method to encourage use of, and experimentation with, technology
Setting out the Role of Feedback in the Assessment Process through Both the Student and Tutor Perspective.
Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing
Engaging students with feedback through adaptive release
Feedback to students has been highlighted in the literature as an area where improvements are needed. Students need high quality, prompt feedback, but they also need guidance and tools to help them
Making Connections: Technological Interventions to Support Students in Using, and Tutors in Creating, Assessment Feedback
This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The ‘Making Connections’ project aimed to better understand the connections
Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL)
This report is set within the evolving landscape of UK Higher Education (HE) in which an increasingly marketised HE economy has led to a changing relationship with students and wider stakeholders.
Integrative Reviewing for exploring complex phenomena
Integrative Reviews go beyond traditional boundaries of systematic reviewing by welcoming experts as valid sources of evidence and as providers of continuous data collection and synthesis •
Creation and Confidence: BME students as academic partners….but where were the staff?
This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence,
Are all students 'hard to reach' in a digital higher education (H.E.) context?
Students entering Higher Education (HE) have high levels of digital capability built on the need to be socially-connected; they should be 'easy to reach’ if thinking about connectivity underpinning