E-ISSN:2319-3050

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Sports Science

International Journal of Research Pedagogy and Technology in Education and Movement Sciences

2024 Volume 13 Number 04 OCT-DEC
Publisherwww.theuniversityacademics.com

Collaborative Digital Tool-Mediated Peer Feedback Boosts Class Engagement and Interest Among Non-Traditional Higher Education Students: An Action Research Study.

Odoligie I1*†
DOI:https://doi.org/10.55968/ijems.v13i04.448

1*† Imarhiagbe Odoligie, Department of Health and Social Sciences, London School of Science and Technology, United Kingdoms.

Peer feedback is an essential component of the learning process in higher education and can significantly boost students' academic and personal development, resulting in more effective and engaged learning experiences. There are several strategies for implementing peer feedback, and it is crucial to choose an approach that is appropriate for the learners, considering the specifics of the module and the characteristics of the students. The action research aimed to investigate the impact of Collaborative Digital Tools on Peer Feedback in Enhancing Engagement and Interest in Numerical Activities Among Nontraditional HE Students. The study used a mixed approach to construct participant views on their learning experience following the intervention. Data collected were analysed to assess the effectiveness of Padlet as a feedback-providing tool. The results indicate that using Collaborative Digital Tools such as Padlet for peer feedback enhances students' confidence, Interest, and engagement and fosters a collaborative learning culture where students gain new ideas and work together to achieve common goals. Based on the action research findings, it is recommended that technological tools be incorporated into teaching and learning, particularly for adult learners.

Keywords: Collaborative learning, Curriculum models, Formative feedback, Peer feedback, Nontraditional students

Corresponding Author How to Cite this Article To Browse
Imarhiagbe Odoligie, , Department of Health and Social Sciences, London School of Science and Technology, , , United Kingdoms.
Email:
Odoligie I. Collaborative Digital Tool-Mediated Peer Feedback Boosts Class Engagement and Interest Among Non-Traditional Higher Education Students: An Action Research Study.. IJEMS. 2024;13(04):57-.
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https://ijems.net/index.php/ijem/article/view/448
Manuscript Received Review Round 1 Review Round 2 Review Round 3 Accepted
2024-09-04 2024-09-09 2024-10-01 2024-10-27 2024-11-05
Conflict of Interest Funding Ethical Approval Plagiarism X-checker Note
Nil Nil Yes 11 Nil

© 2024by Odoligie Iand Published by The University Academics. This is an Open Access article licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/ unported [CC BY 4.0].

Background information

Formative feedback is a vital aspect of the learning process in higher education. It entails communication geared towards modifying the learner's thinking or behaviour to improve understanding of concepts taught (Zhu, 2012). It is usually follows formative assessment, which is used to assess how well the students understand or have master the skills and knowledge impacted. In the past, formative feedback has been primarily implemented using a unidirectional transmission of information from teacher to students (Nicol & Macfarlane-Dick, 2006). This traditional approach criticised by some, stating that it could potentially create learning gaps, which arise when there is a misunderstanding in the interpretation of feedback provided, thereby hindering effectively implementation (Garcia, 1995; Gedye, 2010). Formative feedback enables learners to reflect on and compare their current state of understanding to the expected standards. There are different definitions for formative feedback, but the underlying factor is the aim to improve the learning process. Formative feedback is information used to address a 'gap' between students' current level of understanding and their desired level or the standard criteria for assessment (Hattie & Timperley 2007). However, receiving this information is not enough. The information must be utilised to alter the 'gap' identified. In other words, the feedback loop is adjourned complete only when the student has utilised and implemented the information (William 2011). Sadier (1989) defines formative feedback as information transferred between teachers and students, and peer and self-assessment can be important vehicles for providing feedback on learners' present state of understanding and feedforward. Although feedback is provided to assist the student in attaining the desired goals, its effectiveness depends on how well the learner can understand and implement it. Sometimes, formative feedback may be provided to students but ill-implemented (Kluger and DeNisi, 1996). A report by Ivanic, Clark and Rimmershaw (2000) reveals that, in most cases, students find it quite tasking to decode and understand the feedback received from teachers on how to implement them. A suitable approach to providing formative feedback is the use of peer feedback strategy, which is a form of collaborative learning where students review their work and provide

feedback, leading to autonomy in learning. Unlike peer assessment, accompanied by grading, in providing peer feedback, students do not need to rate or grade each other's work (Falchikov, 1995). Implementing peer feedback in educational settings can significantly enhance learning experiences, but the success of this approach depends on selecting strategies that suit the specific context and needs of the students.

More recently, there has been a renewed approach towards the integration of formative peer assessments and feedback, a more learner-centred approach. Peer assessments involves students assessing the quality or performance of their peers' work using predefined criteria. This allows students to interact, discuss, and internalise the concepts taught (Pintrich & Zusho, 2002). On the other hand, Peer feedback involves students giving each other constructive comments and suggestions for improvement on their work. Peer feedback enable learners to regulate their thinking, behaviour, and attitudes during the learning process, and through the peer review processes, learners can view other examples, approaches, and perspectives (Topping, 1998). Peer feedback encourages self-regulation learner autonomy, contributing to student analysis and reflective capacity (Falchikov, 1995). As some research findings have suggested that students perceive giving feedback as more beneficial than receiving it (McConlogue, 2015; Gaynor, 2020). the application of socio-constructivist model to learning, through effectively integrated Peer feedback and assessment methods could support student learning and development and enhance peer interactive sessions in classroom environment. The socio-constructivist model of learning is rooted in the theories of Lev Vygotsky and others, emphasises the role of social interaction, cultural context, and collaborative experiences in the learning process. This approach to learning posits that learning is fundamentally a social process that leads to cognitive development through social interaction and dialogue with more knowledgeable others, such as teachers, peers, and mentors. In practice, this means that learning environments should encourage collaboration and communication. Group work, discussions, and collaborative problem-solving activities are integral, as they allow students to share perspectives, challenge each other's ideas, and build understanding together.

Nontraditional students are used to categorise


students based on social traits and age. NS is a term that has now been incorporated into the educational language. Unlike traditional students, NSs usually experience different barriers ranging from social, economic or educational disadvantages, which may delay or interrupt their academic journey. Based on the research by Chung et al. (2017), in which they investigated the difference between NS and TS, it was found that NS are more likely to be male, older, hold a previous degree, study part-time, be an international student, speak a language other than English, have a longer gap year, have more children, be reliant on government financial aid, work longer hours and admit to university via methods alternative to the standard pathway. Several situational barriers could impact NS's academic experiences, including difficulty obtaining financial support, negative attitudes toward adult learners, and a general lack of resources at times (Panacci, 2017). According to Kim (2002), NS often face low self-esteem and negative attitudes about being an adult learner in addition to situational barriers. These factors all create a different experience for NS, and they often time find challenges with knowledge and understanding of key concepts, numeracy, IT skills, critical and reflective thinking, and writing examinations and tests (Pintrich & Zusho, 2002). Nonetheless, Nontraditional students are reported to have higher resilience than traditional students (Panacci, 2017). This resilience is a clear indication of the potential of NS to have a successful academic journey despite the numerous challenges they face. Therefore, with the right tailored support and learning environment, such as one built on the framework of the widening participation agenda in highereducation (Watts & Bridges, 2006), these challenges faced by NS could be surmounted. Consequently, Academic institutions continue to devise effective strategies to support NS, seeking ways to remove barriers that hamper higher institutions' teaching and learning.

Supporting Nontraditional students, particularly adult learners require recognising their unique needs and leveraging on strategies that cater to their specific circumstances (Cotton et al 2017). According to a research carried out in 2023 by KPMG UK in collaboration with the charity National Numeracy found that 3000 UK adults face numeracy phobia and have a feeling of fear and unease when working with numbers. Also the

report further affirms that a third (29%) of this will avoid working with numbers and data. In Leveraging on the current curriculum model used, modify learning and teaching practices permissive within the framework could help build numeracy confidence of adult students. Curriculum models are broadly classified into the product,praxis and process (Butcher, 2015). The product model is a structured and systematic curriculum planning emphasising the outcome orproduct(Tyler, 1949). The key features of the product model include specificity, standardisation and measurability. Unlike the product model, the process model is adaptable and creates an opportunity for the interaction of teachers, students, and knowledge. It emphasises flexibility, collaboration and reflexivity (Sheehan, 1986). The process model could be linked to the process dimension in Gibbs's (2010) dimension of quality, which considers the learning process's effectiveness in terms of class size, learning environment, student engagement, formative assessment, and feedback.The praxis curriculum model is similar to the process model but seeks development and implementation in curriculum designs, emphasising the connection between theory, practice, and reflection (Arnold & Mundy, 2020). Aside from the theoretical model of curriculum design, other various curriculum design approaches are tailored to the specific needs of learners; they include the Lego curriculum design, which is based on the idea that hands-on learning is suitable for engaging learners (Marulcu, 2016). The satellite curriculum, where each module is designed to be free-standing but interconnected to a central core theme (Petsuwan, Pimdee, & Pupat, (2019). and spiral curriculum aligns with learners' cognitive development and allows them to build on the knowledge acquired as they progress in their academic experience (Harden & Stamper, 1999).

As a consequence of the rigid nature of the product model, modifying teaching approach to reflect a more learner-centred process model. Hence, the intervention used in the study is hinged on the flexibility associated with the process curriculum model in which the action research is designed. A preliminary investigation of the issues and factors responsible for poor performance of Level 5 students taking the quantitative research method module (QMRSS) at LSST suggests that students are apprehensive and tend to lose Interest even in class activities. This trend has manifested


in low submission and pass rates, underscoring the relevance and importance of the research study. Sivaci (2020) established a relationship between peer feedback and anxiety levels among pre-service English teachers. The study affirms that using peer feedback reduces their writing anxiety. In putting this to practice, the action research uses the padlet tool to create a learning environment for peers to contribute to an assessment and, by this, provide formative feedback among their peers under the guidance of the lecturer. The action research aimed to investigate the impact of peer feedback strategy in improving students' Interest and participation in class using LSST students offering the QRMSS module, based on the following objectives: (i) to investigate the effectiveness of collaborative platform as a feedback-providing tool for improving students' confidence and Interest in QRMSS. (ii) investigate the impact of collaborative platform as a feedback-providing tool on student class participation and engagement during QRMSS.

Methodology

Research Design

The study employs the use of a mixed approach, i.e. the positivist approach (Snape & Spencer, 2003) and an interpretive approach (Ritchie et al., 2013) to construct participant views on their learning experience following the intevention. The triangulated approach has been used for the action research to improve ratability and generalizability of the data and research outcome.
448img01.jpg

Intervention

The study made use of the padlet as the collaborative digital tool to create a dynamic student-centred learning experience. This interactive approach allowed students to not only provide feedback on the views of other students but also engage in critical thinking activities. The

lecture slides were modified to create sections for activities that would encourage students to think critically. Before the lecture, students were introduced to the padlet tool, including a tutorial on how to download the QR code scanner, which was necessary to access the link. The actual intervention process began when students responded to the activity’s query, resulting in a pool of views on the padlet page. Under my guidance and teaching, students were encouraged to critique and review the responses, fostering a socio-constructivist learning environment that promoted peer interaction and understanding. Figure 1 shows a conceptual framework for the implementation of the intervention. It reveals three points of a triangle that shows the activity/padlet, learners and tutor.

Figure 1: Conceptual framework for the implementation of the intervention.

Participant recruitment and size:

Purposive sampling was used to identify participants related to the phenomenon of interest. As Campbell et al. (2020) put it, purposive sampling is the process whereby the researcher selects a sample based on experience or knowledge of the group to be sampled. Participants enrolled for the survey were recruited from level 5 cohort offering the QRMSS module at the Department of Health and Social Science, London School of Science and Technology, Aston Campus. The Cohort comprises students from the widening participatory society, in which case, student with differing cultural backgrounds, whose first language may not be the English language were included.A total of 39 participants participated in the study. The sample size represents the average class number and was carefully chosen balanced the small sample size requiring a qualitative approach and the larger sample size requiring a quantitative approach.

Data collection


Action research is conducting and implementing action simultaneously (Stringer, 2014). The impact of the study intervention was assessed using a longitudinal cohort approach that lasted for 7 weeks. Data were collected using questionnaires administered to participants at week 7 of teaching. This allowed for a period of implementation of 3 weeks, which enabled the participant to experience the intervention and make informed decisions about it. The questionnaire for the action research comprised two sets of questions; the first set was close-ended, indicating quantitative data collection, while the second set was open-ended, representing qualitative data collection. As the research is centred on education, using the qualitative approach was necessary because qualitative data could be used to gather learning experiences, which cannot always be expressed using numbers.

Ethical consideration

The University of Bolton's ethics committee granted approval for the study. All participants duly informed of the aim and objectives of the study. Participation was voluntary, and their responses were anaysed anonymously.

Data analysis

After the questionnaire was completed, the data was extracted and fed into an Excel worksheet. The quantitative data were subjected to descriptive analysis. All data was then analysed using SPSS version 23. For the qualitative data, a thematic analysis was conducted to identify emerging themes that are directly relevant to the research objectives.This thematic analysis was carried out using the six steps recommended by Naeem et al. (2023), adding another layer of depth to the research.

Results

The demographic characteristics of participants are indicated in Table 1. A total of 39 participants completed the survey. Of the 39 participants,

6 were male, amounting to 15.4 %, while 33 were female, amounting to 84.6%. Most of the respondents were in the age grade (24-45), amounting to 69.2% of the total participants. This was followed by the age group (26-65), representing 23.1% of the total. The age group (18-36) was represented by a participant (7.7 %). The proportion of the dominant age suggests the learning demography as adult learners. These findings have significant implications for our understanding of adult learning demographics.

Table 1: Demographic characteristics of the respondents

VariableCategoryFrequencyPercentage (%)
Gender Male615.4
Female3384.6
Age18 - 3637.7
24 - 452769.2
46 - 65923.1
Total 39100

Figure 1 illustrates respondents' opinions on how effective Padlet is as a tool for providing peer feedback to enhance students' confidence, interest, class participation, and engagement. The findings show that 96% of respondents either agree or strongly agree that using Padlet helps boost their confidence in class, with only 4% expressing disagreement.

Regarding interest in the QRMSS module, 23.1% of participants strongly agree that Padlet enhances their interest, and 69.2% agree to some extent. Conversely, 5.7% disagree, while only 2% strongly disagree.

In terms of class participation, 64.2% of participants strongly agree that Padlet improves their involvement in class activities, and 30.8% agree to this statement. On the other hand, 4% disagree, with only 1% strongly disagreeing.

Regarding class engagement, 69.2% of participants strongly agree that Padlet enhances their engagement in class activities, and 30.8% also agree.


448img02.jpg.png

Figure 1: Respondents’ Views on the Effectiveness of Padlet as a Peer Feedback Tool for Enhancing Students' Confidence, Interest, Class Participation, and Engagement

Discussion

The study provides insights into the suitability of using collaborative digital tools for providing peer interactive sessions enhances learning among adult learners, particularly with numeracy related courses. The findings from the action research suggest that Padlet is an effective collaborative digital tool for providing peer feedback as itallows learners to gain more views from their peers. One significant theme that emerged from the data is the way Padlet broadens students' perspectives and ideas. Participants expressed that receiving peer feedback through Padlet enriched their viewpoints by exposing them to diverse opinions and alternative approaches to the concept being taught. This diversity in feedback not only enhanced their understanding but also encouraged them to think more critically about what is being taught. For instance, participants’ comments like "it allows me to receive constructive suggestions from my classmates" and "it helps to improve my knowledge and gives me more ideas" reflect how the use of Padlet facilitated a deeper engagement with the class activity. The use of Padlet appears to support a more reflective learning process, where students are not only consumers of information but also active contributors to each other's learning experiences. Numerous studies have emphasized the significance of learner interaction in improving learning outcomes (Chung et al. 2017; Molina et al 2021). Rienovita et al. (2018) suggest that interactive peer learning can motivate learners to share their knowledge with others, thereby boosting their self-esteem and self-efficacy.

The study highlights that

peer interaction and collaboration are crucial for fostering a supportive learning environment. From the action research, the use of Padlet creates an inclusive environment for learning by enabling learners to participateanonymously, thereby reducing self-consciousness and increasing participation, especially for shy learners. Another relevant theme that emerged from the qualitative data collected was anonymity, which is crucial factor in encouraging student participation and honest responses. The study shows that using collaborative digital tools reduced self-consciousness among learners, enabling them to share their thoughts more freely without fear of judgment. This led to a more open and constructive feedback environment, as indicated by responses such as "It kept anonymity which is very good" and "The peer feedback (Padlet tool) helped me to participate in class." Anonymity thus seems to play a vital role in fostering a safe and supportive learning environment where students feel comfortable engaging with the material and their peers. According to Shochet et al. (2013), the learning environment encompasses the psychological, social, cultural, and physical contexts where education takes place, significantly impacting student motivation and success. Rusticus et al. (2023) emphasized that relationships, particularly among peers, are essential in fostering the required collaborative space that suits learning. As the professional values of the UKPSF underscore the importance of creating an inclusive learning environment which recognises the needs of students and considers various learning needs and preferences to encourage participation while removing barriers to learning. This is key to supporting adult learners who usually experience different barriers ranging from social, economic or educational disadvantages (Chung et al. 2017).

The use of Collaborative digital tools also enhances collaborative learning, allowing students to participate in active learning through peer collaboration and interaction. Participants consistently noted that the tool facilitated critical thinking and active engagement in class discussions. The interactive nature of Padlet allowed students to collaboratively build on each other's ideas, thereby fostering a sense of community and shared learning. Participants’ comments like "It allows critical thinking and encourages engagement in class" and "I was able to correct any mistakes so I was able to find relevant information


" highlight how the tool supports a socially constructive learning environment. Peer feedback, facilitated by Padlet, encourages learner autonomy and self-regulation, contributing to student analysis and reflective capacity (Falchikov, 1995). Several research findings have suggested that students perceive giving feedback as more beneficial than receiving it (McConlogue, 2015; Gaynor, 2020). This approach to peer feedback cultivates a social, cooperative environment where learners can acquire new perspectives and share feedback with one another. This concept is consistent with Lev Vygotsky's social constructivism theory, which highlights interactive learning as a method for learners to build their knowledge. These findings align with other research on the effectiveness of peer feedback in enhancing collaborative learning, as Nicol (2020) argues that the process of reviewing and providing feedback on peers' work helps students develop critical judgment and deepen their understanding. Also, McConlogue (2015) suggests that creating peer feedback can be a powerful learning tool for students, as it engages various cognitive processes, such as "evaluative judgment, a suggestion for improvement, and an explanation" (Van Popta et al., 2017).

The study suggests integrating collaborative digital tools into teaching and learning practices. When modifying or adopting new learning processes, it is essential to focus on the curriculum model to effectively enhance and amend teaching styles that support NS students. Curriculum planning is a complex, ongoing process that involves continuous planning, action, reflection, and reevaluation to improve the learning experience for all students. Factors affecting curriculum design can be categorized as external or internal (Yan et al. 2021). External factors include politics, sociocultural influences, technology, and stakeholders in the education sector, such as regulatory bodies, students, academic staff, and parents. Internal factors are institution-specific, focusing on resources, teaching and learning approaches, and the learning environment (Porter et al 2020). Effective collaboration among key stakeholders, who are vital in planning and implementing the curriculum, is crucial for developing a robust curriculum framework that underpins learning activities (Butcher, 2015). Although there is ongoing debate about what makes an effective curriculum model, the contributions of these stakeholders

are invaluable. As previously mentioned, the product and process curriculum models represent distinct approaches to curriculum design and implementation. The product model is characterized by a more rigid structure, where learning objectives and goals direct the teaching and assessment processes. Conversely, the process curriculum model is more flexible, emphasizing the experiences and activities that facilitate student learning rather than focusing solely on the final outcomes (Munna & Kalam, 2021). This model values the methods and interactions that lead to knowledge acquisition, promoting skills such as critical thinking, problem-solving, and collaboration. Therefore, modifying the teaching approach to incorporate collaborative digital tools to support Nontraditional students aligns well with the process model, given its inherent flexibility (Arnold & Mundy, 2020; Munna & Kalam, 2021).

The participants acknowledged that using collaborative digital tools for peer feedback can be challenging for some students, especially since most of them are adult learners who might not be very familiar with this technology. Despite the numerous benefits, some students initially faced challenges in using Padlet, particularly regarding its interface and functionality. However, providing a pre-training session that includes hands-on practice with Padlet, along with guidance on its features and troubleshooting common issues, helped them overcome these challenges. This suggests that while Padlet is a valuable tool, its effective implementation may require initial guidance and support to ensure all students can use it comfortably. Feedback from participants such as "At first it was a bit challenging but was explained by the tutor how to go about it, it was great" underscores the importance of providing adequate training and support when introducing new digital tools in the classroom. Rompay-Bartels and Geessink (2021) noted that various aspects of students' cultural backgrounds significantly influence how they give and receive individual peer feedback in group work. They also emphasized the importance of specific training and guidance for students regarding cultural differences, values, and perceptions. Some argued that the Peer feedback strategy often fails to meet the quality standards generally expected from teachers. Tsui and Ng (2000) highlighted several concerns, including the depth, accuracy, and credibility of the feedback


provided by peers. Strijbos et al. (2010) argued that peer feedback might often be incorrect and misleading due to the lack of "knowledge authority" among students. Nonetheless, it is crucial to acknowledge the significant role of peer feedback in higher education. Research consistently indicates that peer feedback can substantially enhance learners' cognitive, linguistic, and social abilities. As Damon and Phelps (1989) noted, peer feedback shifts students from passive listeners to active participants, promoting critical thinking and deep learning. Consequently, evidence from this study supports the use of peer feedback to enhance students' confidence, interest, and class engagement, while also promoting the exchange of new ideas and fostering collaborative learning, all under the guidance of a skilled tutor

Conclusion


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