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Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses: The Case for Digital Badges

Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses: The Case for Digital Badges
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Author(s): Melissa Fanshawe (University of Southern Queensland, Australia), Nicole Delaney (University of Southern Queensland, Australia) and Alwyn Powell (University of Southern Queensland, Australia)
Copyright: 2020
Pages: 19
Source title: Technology-Enhanced Formative Assessment Practices in Higher Education
Source Author(s)/Editor(s): Christopher Ewart Dann (University of Southern Queensland, Australia) and Shirley O'Neill (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-7998-0426-0.ch003

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Abstract

In higher education learning environments, there is a dual need for educators to use supportive strategies to motivate students throughout the course, while also aiming to increase the capacity of students to self-regulate their learning. Using instantaneous tools to deliver formative or summative feedback through digital technology has been shown to lead to higher achievement and retention rates. This chapter shows how digital badges can provide instantaneous feedback to support students to feel belonging in the online community and develop self-regulation skills. Instantaneous feedback tools can be used to provide teacher presence throughout higher education courses to increase student engagement, retention, and achievement.

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