Suraworachet, Wannapon;
Zhou, Qi;
Cukurova, Mutlu;
(2023)
Impact of combining human and analytics feedback on students' engagement with, and performance in, reflective writing tasks.
International Journal of Educational Technology in Higher Education
, 20
, Article 1. 10.1186/s41239-022-00368-0.
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Abstract
Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self-regulated learning skills to appropriately plan, timely engage and deeply reflect on learning experiences. Despite an advance in writing analytics and the pervasiveness of human feedback aimed to support student reflections, little is known about how to integrate feedback from humans and analytics to improve students’ learning engagement and performance in reflective writing tasks. This study proposes a personalised behavioural feedback intervention based on students’ writing engagement analytics utilising time-series analysis of digital traces from a ubiquitous online word processing platform. In a semester-long experimental study involving 81 postgraduate students, its impact on learning engagement and performance was studied. The results showed that the intervention cohort engaged statistically significantly more in their reflective writing task after receiving the combined feedback compared to the control cohort which only received human feedback on their reflective writing content. Further analyses revealed that the intervention cohort reflected more regularly at the weekly level, the regularity of weekly reflection led to better performance grades, and the impact on students with low self-regulated learning skills was higher. This study emphasizes the powerful benefits of implementing combined feedback approaches in which the strengths of analytics and human feedback are synthesized to improve student engagement and performance. Further research should explore the long-term sustainability of the observed effects and their validity in other contexts.
| Type: | Article |
|---|---|
| Title: | Impact of combining human and analytics feedback on students' engagement with, and performance in, reflective writing tasks |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1186/s41239-022-00368-0 |
| Publisher version: | https://doi.org/10.1186/s41239-022-00368-0 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10158707 |
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