• Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university

    Author(s):
    Victor Nnadozie (see profile)
    Date:
    2021
    Group(s):
    Digital Humanists, Education and Pedagogy, Frankfurt School Critical Theory, Global & Transnational Studies, Open Access Books Network
    Subject(s):
    Education, Higher, Educational technology, Feedback (Electronics)
    Item Type:
    Article
    Tag(s):
    activity theory, digital technology, divergence, e-mail feedback, undergraduate student, student experience
    Permanent URL:
    https://doi.org/10.17613/dmj4-m257
    Abstract:
    South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students’ experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country’s universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings’ implications for teaching and learning praxis in the university and makes suggestions for further research
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    4 months ago
    License:
    Attribution

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