Reimaging feedback for improved academic writing in distance education: Lecturers and markers’ perspectives in South Africa

Abstract

Specific mechanisms relating feedback to learning are still not understood. One of the most neglected issues in education is the notion of providing constructive feedback to students, in particular, students who speak English as an Additional Language (EAL). EAL students may not cope with academic writing if explicit feedback is not provided. The objective of this paper is to explore markers and lecturers’ perspectives of feedback in a first-year Academic Writing module at a Distance Education (DE) institution in South Africa. The study was conducted in a mega module but, due to the qualitative nature of this paper, the participants consisted of seven lecturers and four markers. Using a case study research design, in conjunction with Vygotsky’s (1978) socio-cultural theory and Hattie and Timperley’s (2007) Model of Feedback, this paper argues that feedback needs to be reimaged in DE contexts. From the interviews and an observation schedule, the findings revealed that there is a marked difference between the ways in which markers and lecturers view feedback in students’ assignments. The paper concludes by arguing that the growing diversity of the type of distance education students and the availability of technology call for the reimaging of feedback in DE. In addition, recommendations are provided to aid practitioners to foster quality feedback to improve academic writing proficiency in DE contexts.