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Of the many shifts in instructional delivery, one of the most dramatic will be the methods by which educators...
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Earle Abrahamson, Course Leader and Senior Lecturer in Sports Therapy at the University of East London (UK), has been using Turnitin Feedback Studio to provide feedback to his students on their written work for several years. In 2015, he was honoured with a Turnitin Global Innovation Award for his resourceful approach in using technology to model good academic writing practice for his students.
In early 2020, as schools and universities all over the world scrambled to make the switch to online learning environments, Earle was already well-versed in using digital feedback tools. This meant he had a strong advantage over many educators who were hurriedly learning a new skill set, plus his students were also already very comfortable learning and receiving feedback digitally. Nevertheless, like many educators from around the world, Earle needed to refine his practices to ensure the digital feedback he was giving his students was effective and useful. He also deeply wanted to ensure that his feedback was appropriate and reflected the unique and unprecedented situation in which the academic world found itself.
After just a few weeks of remote instruction, Earle saw that there was an even deeper need for his feedback to be holistic, to function as a genuine and consistent way to check in on students' progress, mental health, and overall well-being. With all of that in mind, Earle synthesised all he knew about feedback and established his own revised pedagogy on how best to support student feedback engagement, during the pandemic and beyond:
Above all, Earle feels that “feedback is part of learning, not additional to” it. He has discerned, over years of experience and through months of remote instruction, that effective feedback needs to be specific, succinct, consistent, and open to change. And because a majority of these key conversations between educators and students are now occurring online, it’s imperative that instructors prioritise holistic, authentic feedback in order to support student learning success in every learning environment and at every level.
Read more on Earle’s approach to student-centred learning in a recent article published in Teaching & Learning Inquiry where he advocates the need to connect subject-based academic knowledge with life-long learning skills to create a holistic student experience where students can thrive in the world beyond higher education.