Reimaging feedback for improved academic writing in distance education: Lecturers and markers’ perspectives in South Africa
Maphoto, Kgabo Bridget; Sevnarayan, Kershnee
Specific mechanisms relating feedback
to learning are still not understood.
One of the most neglected issues in
education is the notion of providing
constructive feedback to students, in
particular, students who speak English
as an Additional Language (EAL). EAL
students may not cope with academic
writing if explicit feedback is not provided.
The objective of this paper is to explore
markers and lecturers’ perspectives of
feedback in a first-year Academic Writing
module at a Distance Education (DE)
institution in South Africa. The study was
conducted in a mega module but, due to
the qualitative nature of this paper, the
participants consisted of seven lecturers
and four markers. Using a case study
research design, in conjunction with
Vygotsky’s (1978) socio-cultural theory
and Hattie and Timperley’s (2007)
Model of Feedback, this paper argues
that feedback needs to be reimaged in
DE contexts. From the interviews and
an observation schedule, the findings
revealed that there is a marked difference
between the ways in which markers and
lecturers view feedback in students’
assignments. The paper concludes by
arguing that the growing diversity of the
type of distance education students and
the availability of technology call for the
reimaging of feedback in DE. In addition,
recommendations are provided to aid
practitioners to foster quality feedback to
improve academic writing proficiency in
DE contexts.
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