Supporting student transition to higher education feedback: an evaluation of an online feedback training approach

Michael Hast


Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. However, this prior research has also highlighted lack of training for students on how to access and make use of online feedback. The present study therefore evaluates a novel training approach embedded within an undergraduate teaching programme. Students completed a survey on the training approach. A sub-set and an additional comparison group took part in focus groups. The findings indicate a clear need for such specific training, that it can reduce depersonalisation in an age where universities are becoming increasingly digital, and that the transition into higher education can be supported through appropriate realignment of student instruction. More research is required to address the extent of the training's impact on feedback engagement, but the outcomes should contribute to a refining of current approaches to introducing undergraduate students to working with feedback, which should ultimately enhance the overall higher education student experience.


Online feedback provision, Student transition, Structured training

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ISSN: 1759-667X