There has been an increasing acceptance of the importance of learning-oriented feedback practices. As a result, students’ engagement pattern with feedback has been put at the center of the discussion, including social, affective, cognitive, and metacognitive engagement. Moreover, researchers have started to identify the motivational and demotivational factors which influence the scale and level of engagement with feedback. Also, technology-assisted feedback practices have received mounting attention due to the widespread dissemination of educational technologies, such as video and audio feedback platforms, AI-driven mobile learning applications, automated scoring, feedback systems, and visualized feedback from learning analytics. In this research topic, we first attempt to highlight the interaction between feedback and affective variables that affect learners’ achievement. Secondly, we outline three major paradigm shifts as a crucial form of student participation in feedback activities, from monologue to dialogue, from passive to proactive engagement, and from self-regulation to co-regulation and socially shared regulation. Finally, we try to highlight and address the challenges and potentials brought by these technical innovations in the design and implementation of LOA.
There are four goals of this research topic. To begin with, it aims to investigate the effectiveness and motivation behind the acceptance of using innovative learning oriented feedback practices in multiple disciplines (e.g., humanities and arts, social sciences, medical education and STEM), based on which it aims to identify the facilitating and prohibiting factors, features, or conditions behind the effective or less effective implementation of learning-oriented feedback practice. Moreover, it invites educational psychology researchers to propose and discuss new theoretical frameworks and research designs which can guide and evaluate further investigations in learning-oriented feedback practice, especially the development and promotion of self-regulated learning practices in online and self-directed learning conditions. Lastly, it serves as a call to encourage researchers to explore technology-assisted learning-oriented feedback practice facilitated by emerging educational technologies, such as learning management systems, learning analytics, MOOCs, automated feedback systems, and AI-driven mobile learning applications.
We welcome contributions in the form of original research and systematic reviews from the educators in the fields of Humanities and Arts, Social Sciences, and STEM, addressing:
• Student engagement with feedback
• Feedback and affective variables
• Feedback motivation
• Development of student and teacher feedback literacy
• Development of evaluative judgment
• Self-assessment and self-generated feedback practice
• Self-regulated learning, co-regulated learning, and socially shared regulated learning
• Technology-assisted feedback practices, such as video feedback, automatic feedback
• AI-driven feedback and learning analytics
There has been an increasing acceptance of the importance of learning-oriented feedback practices. As a result, students’ engagement pattern with feedback has been put at the center of the discussion, including social, affective, cognitive, and metacognitive engagement. Moreover, researchers have started to identify the motivational and demotivational factors which influence the scale and level of engagement with feedback. Also, technology-assisted feedback practices have received mounting attention due to the widespread dissemination of educational technologies, such as video and audio feedback platforms, AI-driven mobile learning applications, automated scoring, feedback systems, and visualized feedback from learning analytics. In this research topic, we first attempt to highlight the interaction between feedback and affective variables that affect learners’ achievement. Secondly, we outline three major paradigm shifts as a crucial form of student participation in feedback activities, from monologue to dialogue, from passive to proactive engagement, and from self-regulation to co-regulation and socially shared regulation. Finally, we try to highlight and address the challenges and potentials brought by these technical innovations in the design and implementation of LOA.
There are four goals of this research topic. To begin with, it aims to investigate the effectiveness and motivation behind the acceptance of using innovative learning oriented feedback practices in multiple disciplines (e.g., humanities and arts, social sciences, medical education and STEM), based on which it aims to identify the facilitating and prohibiting factors, features, or conditions behind the effective or less effective implementation of learning-oriented feedback practice. Moreover, it invites educational psychology researchers to propose and discuss new theoretical frameworks and research designs which can guide and evaluate further investigations in learning-oriented feedback practice, especially the development and promotion of self-regulated learning practices in online and self-directed learning conditions. Lastly, it serves as a call to encourage researchers to explore technology-assisted learning-oriented feedback practice facilitated by emerging educational technologies, such as learning management systems, learning analytics, MOOCs, automated feedback systems, and AI-driven mobile learning applications.
We welcome contributions in the form of original research and systematic reviews from the educators in the fields of Humanities and Arts, Social Sciences, and STEM, addressing:
• Student engagement with feedback
• Feedback and affective variables
• Feedback motivation
• Development of student and teacher feedback literacy
• Development of evaluative judgment
• Self-assessment and self-generated feedback practice
• Self-regulated learning, co-regulated learning, and socially shared regulated learning
• Technology-assisted feedback practices, such as video feedback, automatic feedback
• AI-driven feedback and learning analytics