CHE Ling is currently an adjunct lecturer at the Education University of Hong Kong. She worked as an associate professor at the Dalian University of Foreign Languages before becoming a full-time PhD student at the University of Hong Kong. She was a fellow for the Academy for Leadership in Teacher Education at the University of Hong Kong. She was a visiting scholar at Teachers College, Columbia University in the United States in 2019.
Feedback serves a critical function for course instructors in the design and refinement of their courses, as well as in the development of a curriculum. Consequently, it is imperative to establish a feedback process at the onset of the course and to comprehend the objectives that students seek to achieve from it. In today’s presentation, we will share insights from both the course designers’ and students’ perspectives about feedback. From the students’ perspective, a mixed-methods approach was employed to explore the reciprocal relationship between students’ motivation and feedback-seeking experiences by adopting self-determination theory. A quantitative survey study used structural equation modelling (SEM) analysis to reveal that identification, introjection, and amotivation predict perceived cost or value, while intrinsic motivation, identification, and introjection relate to feedback-seeking behaviour frequency (monitoring and inquiry). Qualitative interviews study indicated that inquiring about peer feedback fosters intrinsic motivation, identification, or amotivation, while teacher feedback enhances all four motivation types. GenAI feedback inquiry promotes identification or amotivation, and monitoring strengthens identification. From the course instructors’ and designers’ perspective, 120 open-ended survey participants and 11 in-depth interviews reveal that teachers constantly redesign their courses by incorporating the teaching-as-design and design-as-learning concepts in response to students’ feedback
