Feedback for thought: examining the influence of feedback constituents on learning experience

Chadi Aoun, Savanid Vatanasakdakul*, Karyne Ang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)


Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using Partial Least Squares. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner's experience. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experience – necessitating the establishment of learner's reflective lenses to guide them towards such reflection.

Original languageEnglish
Pages (from-to)72-95
Number of pages24
JournalStudies in Higher Education
Issue number1
Publication statusPublished - 2 Jan 2018


  • feedback constituents
  • information systems education
  • learners’ perception and experience
  • lenses for reflective learning
  • PLS


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