Exploring the role of feedback and its impact within a Digital Badge system from multiple perspectives: A case study of preservice teachers

Besser, Erin D. Ph.D., Purdue University, May 2016. Exploring the Role of Feedback and its Impact within a Digital Badge System from Multiple Perspectives: A Case Study of Preservice Teachers. Major Professor: Timothy J. Newby. The purpose of this qualitative case study is to examine the role feedback plays within the instructional process, and how students are using feedback to inform their course work within Digital Badge contexts. Educators are looking toward Digital Badges as a way to increase student engagement (Abramovich et al., 2013; Glover & Latif, 2013), develop mastery with critical concepts (Mehta et al., 2013), and reduce gaps in student knowledge (Bowen & Thomas, 2014; Guskey, 2007). Feedback is emphasized as a critical component (Bloom, 1968, 1976; Guskey, 2007; Kluger & DeNisi, 1996; Slavin & Karweit, 1984). Instructors need to be able to not only display characteristics of a good instructor, but understand the functions (Balzer et al., 1989; Butler & Winne, 1995) and dimensions (Yang & Carless, 2013) of feedback, and then be able to deliver effective feedback (Nicol & Macfarlane‐Dick, 2006). Participants in this study included 78 students and 2 instructors from a large Midwestern public university. Data included instructors’ assignment feedback provided to students and students’ online surveys consisting of open-ended questions about the nature and value of instructional feedback within a Digital Badge system. Analysis of the

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