Analysis of the Feedback Digitization Needs in Higher Education: Experiences from Lockdown Education in the Netherlands and Germany

Abstract

After some time of lockdown experiences, limited attention for feedback and the absence of feedback digitalization frameworks suggests rethinking traditional feedback practices toward post-pandemics digital/hybrid education. This research surveyed feedback digitalization needs in the context of online education in high education institutions in the Netherlands and Germany during the COVID-19 pandemic. The dimensions surveyed included preferences for feedback such as typology of feedback (e.g., cognitive, behavioral, etc.), formats (e.g., written, audio, video), online instruments, and features for communicating feedback. The results suggest that online instruments supporting features for effortless interactivity are among the highly preferred digital options for giving/receiving feedback. When given online, inclusive formats of feedback that inform learners not only about their own but also peer performance were also found to be among highly rated options. The increased need for inclusive feedback with peers, however, may also negatively affect students’ mastery orientations. Thus, balancing online with offline approaches should also be recommended when considering feedback digitalization approaches.