MyFeedback: an online writing feedback service with students as partners

Authors

  • Ioannis Lignos University of East London
  • Oana Gherasim University of East London

DOI:

https://doi.org/10.47408/jldhe.vi32.1481

Keywords:

formative feedback, online feedback, student partners, academic writing

Abstract

MyFeedback is an online feedback service run by the academic tutoring team at the University of East London (UEL). The service provides a formative type of feedback on the academic writing of students based on drafts they upload to a digital inbox. The service is a differentiating support mechanism that complements the one-to-one guidance provided by the academic writing tutors. This is possible by training and supervising students (online feedback initiators) to provide reviews of assignment drafts. In this ALDCon24 workshop, we discussed how the development and operation of the service has thrived through a partnership between learning developers and students, and thus establishing a community of practice (Wenger, 1998) of shared learning and vision. We provided insights into the working model and the ways in which students become partners and occasionally co-creators. We highlighted the opportunities and benefits that are shared among all those involved and the roles they assume. Student users of the service engage in a self-regulated learning experience (Nicol and Macfarlane-Dick, 2006) enacted by their repeated exposure to peer feedback interactions that is underpinned by pedagogical principles, such as the zone of proximal development (Vygotsky, 1978) and differentiation, for example in Tomlinson (2001). Tutors and student partners collaborate to consolidate their feedback mechanisms by bringing together teaching expertise, fresh enthusiasm, first-hand student experiences, and a sense of belonging, inclusivity and collaboration. At the same time, tutors direct their capacity efficiently to students who can benefit more from a live dialogue based on their assessment at hand.

Author Biographies

Ioannis Lignos, University of East London

Ioannis Lignos is the Academic Skills Development Manager at the University of East London, leading the academic tutoring team of academic writing and maths specialists. The team were awarded the honorary title of University of East London Teaching Fellows for their collaborative work in embedding academic skills seminars across all faculties hundreds of modules year on year, and thus enhancing student outcomes.

Oana Gherasim, University of East London

Oana Gherasim is an Academic Tutoring Officer and member of the academic tutoring team at the University of East London. Oana leads the team of student partners working for MyFeedback and supports project operations, while also contributing to teaching and learning activities led by the academic tutors. Oana was recruited as a student intern to work for MyFeedback in its first year of full operation and had been returning to work in the project, before moving onto her current role. Oana is proud to have achieved Fellow of the Higher Education Academy status early in her career due to her involvement in formative assessment and supporting teaching and learning activities.

References

Abrahamson, E.D., and Mann, J. (2018) 'For whom is the feedback intended? A student-focused critical analysis of Turnitin software as a tool for learning', Journal of Pedagogical Research, 2(3), pp.145-166. Available at: https://www.ijopr.com/article/for-whom-is-the-feedback-intended-a-student-focused-critical-analysis-of-turnitin-software-as-a-tool-6386 (Accessed: 29 October 2024).

Nicol, D.J. and Macfarlane‐Dick, D. (2006) ‘Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp.199-218. Available at: https://doi.org/10.1080/03075070600572090

Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. 2nd edn. Alexandria, VA: ASCD.

Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press.

Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.

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Published

31-10-2024

How to Cite

Lignos, I. and Gherasim, O. (2024) “MyFeedback: an online writing feedback service with students as partners”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1481.