Embedding Feedback in Digital Learning Environments to Promote Learners’ Thinking About Their Thinking in Chemistry

Abstract

Successful hybrid and blended learning environments typically require careful instructional scaffolding involving feedback to encourage learner engagement and interaction with content, with their peers and with their teachers. Online learning environments involve both synchronous and asynchronous activities—student engagement during the latter is often the most challenging for instructional design. In the absence of synchronous teacher guidance, formative feedback represents a key mechanism by which engagement can be fostered. Access and participation in online active learning rely on the individual learner feeling confident in their thinking so that they can contribute to discussions and activities. The transition from high school into tertiary general chemistry learning environments involves inherent diversity in students’ prior online learning experience and their understanding of core concepts. The provision of feedback in multiple modes and forms supports student engagement in learning, including the opportunity to address gaps in their thinking and build their confidence in understanding concepts. In this chapter, the outcomes of longitudinal design-based research cycles to develop effective practices for the provision of technology-enabled feedback in different modes are shared. Recommendations for instructional strategies to encourage students’ self-assessment of their thinking and development of self-regulatory skills are shared, informed by students’ perceptions of feedback.