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  • Publication
    Enhancing Student Performance Through Technology-Mediated Formative Feedback in Large Scale University Lectures
    (Universität St. Gallen, 2020)
    The characteristics of the world of the 21st century are volatility, uncertainty, complexity and ambiguity. This forces employees to adapt to a new way of working which requires a different kind of skill-set, namely higher-order thinking skills. Since the main goal of universities is to prepare students for the future, they need to provide the conditions for training these skills. Two factors are essential for achieving this goal: first, a realistic teaching-learning scenario that allows students to apply the skills that need to be developed and second, the provision of rich and meaningful feedback of the students' progress. However, universities are under high pressure due to an increasing number of students and limited budget. Thus, they face the challenge of how to provide students feedback in their learning process, so that they are able to develop their 21st century skills. This dissertation project addresses this research gap. It aims to develop a teaching-learning scenario which combines the concepts of technology-mediated learning and peer learning to meet the challenges of large-scale classes. This comprises: (1) designing a system to provide technology-mediated formative feedback, (2) evaluating previous research on how to measure feedback quality, (3) deriving characteristics describing high and low quality peer feedback, (4) developing design principles for creating a culturally sensitive peer feedback process, and (5) measuring the effects of the technology-mediated feedback on student performance. This dissertation contributes to theory in three key ways. Firstly, it generates knowledge on how to design systems that provide technologymediated formative feedback. Secondly, it identifies a set of empirically grounded guidelines on measuring peer feedback quality. Thirdly, it produces prescriptive knowledge on the effects of technology-mediated formative feedback on student performance.