“More Feedback, Please”: Student Perceptions of Active Learning Strategies for Formative Assessment to Enhance Sustainable Learning in Higher Education
Aug 2026· Sustainability· Vol 18, pp. 7785· 0 citations· 59 references
Abstract
This study examines a persistent puzzle in active learning research in education: why do pedagogically sound interventions not always translate into perceived student value? We analyzed Information and Communications (ICT) Engineering students’ perceptions of three structurally distinct activities (weekly quizzes, individual concept maps, and a finance escape room) within a compulsory business course. Using bipolar laddering, 133 positive and 72 negative perception elements were mapped onto four dimensions of theSustainable Learning in Education (SLE) framework: renewal and relearning, transferability, independent and collaborative learning, and active learning. Self-regulated learning (SRL) functioned as the mechanism linking environmental dimensions to student agency and engagement. Students perceived all three activities as useful for examination preparation, but through different cognitive pathways. Quizzes supported distributed retrieval practice and were valued for re-attempts, though their usefulness declined with weak exam alignment or limited access. Concept maps enabled synthesis and relational understanding, yet received the lowest student endorsement, largely because in some instances student work was not returned post-submission. The escape room achieved the strongest and most consistent endorsement for exam preparation, with perceived limitations related only to activity duration and syllabus coverage. Activity alignment with SLE dimensions was uneven: quizzes aligned principally with renewal, concept maps with transferability, and all activities with independent and collaborative learning in distinct ways. Active learning was present throughout, but not uniform. The central finding was that perceived usefulness depended less on activity type than on feedback distribution and continuity. When feedback loops broke, perceived value declined. Together, the activities, therefore, form a complementary course-level feedback system. Through this case study, we identified five design recommendations to be implemented in the next edition of the course, positioning feedback as a system-level variable.
This study investigates how mobile learning supports self-directed learning (SDL) in programming education through a case study of SoloLearn. A cross-sectional survey of 708 undergraduate students at the University of Education, Winneba examined app usage, perceptions, and programming confidence, framed by Knowles' (1975) SDL Theory and Fredricks et al.'s (2004) Student Engagement Framework. Partial least squares structural equation modeling (PLS-SEM) revealed a sequential pathway from self-management to motivation, monitoring, strategy use, and perceived academic performance. Most participants (67.8%) reported increased confidence, while 60.3% reported improvements in real-world application skills, though challenges included limited advanced content, ad disruptions, and insufficient feedback. The findings suggest that SoloLearn effectively develops foundational SDL skills but requires adaptive features, project-based modules, and improved collaborative tools to support deeper learning. Results should be interpreted cautiously due to the single-institution, male-dominated sample. Overall, the study contributes to understanding how mobile learning platforms could support SDL in programming education and also offers practical insights for integrating such platforms into diverse instructional contexts.
D. Essel· Advances in Mobile Learning...· 0 citations
Designing an engaging and effective asynchronous online learning experience remains a significant challenge for higher education institutions seeking to support diverse student populations while maintaining academic rigour and positive learning outcomes. This paper examines the development and delivery of a fully asynchronous postgraduate enterprise and entrepreneurship module designed for working professionals in the UK and internationally, studying in a flexible online environment. The module was underpinned by the Community of Inquiry framework (Garrison, D. R., Anderson, T., & Archer, W. 1999), which informed the integration of social, cognitive, and teaching presence, alongside principles of constructive alignment to ensure coherence between learning outcomes, learning activities, and assessment. Drawing on a reflective case study approach, the paper outlines the application of six design principles: flexibility, coherency, consistency, bite-sized learning, presence, and orientation in the development of the module. The findings indicate that a carefully structured online learning environment can enhance student engagement, critical reflection, and the application of enterprise and entrepreneurship theory to professional contexts. Students demonstrated the ability to identify opportunities, evaluate theoretical frameworks, and apply learning to real-world challenges through practice-based assessments. Positive feedback from external quality reviewers, external examiners, and students further highlighted the quality of the learning experience, the authenticity of assessment, and the effectiveness of personalised feedback. The paper contributes practical insights into online curriculum design and suggests that intentionally designed asynchronous modules can promote deep learning, student success, and the development of employability-related graduate attributes in contemporary higher education contexts.
Asif Majid, Dean Maragh· Journal of Scholarship of Te...· 0 citations
This paper presents findings from the Commencing Student Success Project (CSSP), conducted from 2021 to 2023 at the University of New England (UNE), a rural Australian university. The project examined pedagogical strategies that influence student engagement and retention among first-year students. The initiative involved 732 participants across six trimesters and identified five evidence-based strategies: flexible assessment submission portals, video explanations of assessments, clearly defined assessment rubrics, the provision of assessment exemplars, and consistent presentation within the learning management system. These strategies correspond with established theories in educational psychology and first-year pedagogy, which emphasise transparency, structure, and adaptability as essential for supporting students’ transition to higher education. Results indicate that formative assessment practices, particularly those that make academic expectations explicit and consider student diversity, were strong motivators for student engagement. The evidence-based approaches developed through the CSSP have proven transferable across institutions, with 20 Australian universities now implementing aspects of the program. The study concludes that incorporating student-identified engagement strategies provides a practical and cost-effective method for improving both student retention and satisfaction within higher education.
Ingrid Harrington, Martin Schmude, R. Whannell et al.· Student Success· 0 citations
Reflection can contribute to learning, helping students actively and constructively recall material and connect it with other aspects of their lives, as described by the interactive–constructive–active–passive (ICAP) framework. For engineering students in particular, reflection may support the lifelong learning required throughout one’s professional career. This study focused on weekly reflection journals implemented in two junior-level and senior-level civil and environmental engineering courses, investigating (i) how engagement with this activity impacted student learning and (ii) students’ views on reflection. Students offered perspectives using optional pre- and post-surveys, while course grades and direct assessment of journal engagement provided insight into impacts on learning. In both courses, students who engaged more consistently with the journal activity saw a small but positive impact on their learning independent of previous academic performance, while those in the senior-level course whose entries exhibited more constructive levels of engagement also saw a positive impact. In post-surveys, students stated journals helped them to review, identify areas of confusion, and ask questions. Most survey respondents highly rated the journal’s impact on learning, although some found greater value in other, more structured activities. Accordingly, the reflection journal may function effectively as one of multiple options for conceptual engagement.
John T. Trimmer· Trends in Higher Education· 0 citations
There is limited research examining how technology-enhanced assessment functions in nontraditional schools. The following research question guided our study: How are technology-enhanced formative assessment strategies perceived to support student learning in a flexible-paced high school environment? The study employed an educational design approach to co-develop and implement formative assessment strategies with teacher-participants during six professional learning sessions throughout the school year. Drawing on data from pre- and post-surveys administered to teachers (n = 36), researcher field notes with reflections during the professional learning sessions, and open-ended survey responses from students at the end of the school year (n = 43), we found: (a) a greater reported use of digital methods for formative assessment and a significant increase in the use of authentic, real world assessment criteria; (b) teacher and student perceptions that timely, constructive, and accessible digital feedback supported learning experiences; and (c) recognition that students could be more actively involved in determining assessment criteria. Students also reported benefits from receiving digital feedback, opportunities for self-assessment, and greater clarity in their learning progression. While technology can enrich feedback and efficiency, careful attention must be paid to sustaining equity and learner voice in assessment design.
Barbara Brown, Nadia Delanoy, Sharon Friesen et al.· Education sciences· 0 citations
Formative assessment and feedback are widely acknowledged as crucial for effective learning, yet their systematic application in discipline-specific contexts remains insufficient. This study introduces a structured "3 + 1" feedback model-combining teacher, teaching assistant (TA), peer, and exemplar-based feedback-to address recurring challenges in undergraduate biochemistry group assignments, such as weak rigor, limited teamwork, and ineffective presentation skills. Implemented across three modules (preparation, revision, and reflection), the model aims to enhance disciplinary knowledge, scientific communication, and collaborative competence. The model was implemented in the undergraduate biochemistry course in 2023 and 2024. Data sources included structured questionnaires and reflective essays collected in 2023 and 2024, together with longitudinal academic performance records from 2020 to 2024. Student surveys indicated high recognition of the model's effectiveness, with over 90% reporting improvements in PowerPoint content, design, and script writing. Thematic analysis of reflections revealed stronger task division, accountability, and group satisfaction. Performance data showed reduced failure rates (from 4.3% to 2.7%) and paired-sample tests confirmed significant draft-to-revision gains. Overall, the "3 + 1" model provides an effective, multi-source framework that improves assignment quality and fosters transferable academic and collaborative skills, offering practical insights for feedback-rich pedagogy in higher education.
Yang Yan· Biochemistry and Molecular B...· 0 citations