THE LANDSCAPE OF LEARNING AND FORMATIVE FEEDBACK: CHOOSING THE 'RIGHT' E-LEARNING TOOL FOR TEACHING PRACTICE IN IRISH HIGHER EDUCATION

This paper critically examines the use of Technology Enhanced Learning tools (Heeter, 2000) in supporting formative feedback in higher education. Barriers to the delivery of this essential feedback are approached from three different perspectives; the changing population in higher education in Ireland, the role of time management in delivering feedback, and the role of technology in supporting formative assessment. The discussion clearly identifies open source LTA (Low-Threshold Application) tools (Gilbert, 2002) that can aid lecturers in delivering formative feedback, and evaluates audio (Rotheram, 2009) as well video feedback. The works of Sadler (1998), Yorke & Longden (2004), Nicol & Macfarlane-Dick (2006), Atherton (2010), Gibbs (2006) and Donnelly & Fitzmaurice (2005) are utilised to support the argument for formative assessment amidst diminishing resources and increasing demands in higher education.