Mapping Feedback Literacy to Course Contexts and Learning Outcomes: An Explanatory Mixed-Methods Study

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  In Poster Session: Innovating Pedagogy and Technology to Transform Learning Environments

Abstract

Student feedback literacy is a crucial competency for students to use feedback to enhance learning. Yet, its development has predominantly focused on pedagogical interventions, overlooking the holistic course contexts that situate students’ practices. Using an explanatory sequential mixed methods design with 547 undergraduate students from eight Hong Kong universities, this study examined feedback literacy in relation to course experiences and learning outcomes. Quantitative results revealed that clear goals and assessment for understanding are significantly associated with feedback literacy, which mediated their relationships with learning outcomes. Qualitative interviews with twelve students illuminated how specific course experience dimensions facilitate or constrain feedback engagement. This study maps feedback literacy to course experiences, providing empirical evidence for embedding its development within course contexts.

Authors

• Xin Liu, University of Hong Kong

• Lily Min Zeng, University of Hong Kong

• Yongyan Li, University of Hong Kong