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• Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context

  Chokwe, J. (2015). Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context. Open Praxis, 7(1), 39-56. International Council for Open and Distance Education.

• Formalytics as Real-Time Feedback and Feedforward for Sustainable Lifelong Learning Pathways

  Bhattacharya, M. & Coombs, S. (2017). Formalytics as Real-Time Feedback and Feedforward for Sustainable Lifelong Learning Pathways. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1104-1110). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).

• Technology-enhanced feedback for students in general and in special education

  Oinas, S. (2018). Technology-enhanced feedback for students in general and in special education. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1988-1992). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• The Effect of Anonymity on Online Peer Assessment: Quality of Feedback and Students' Attitudes

  Kobayashi, M. (2018). The Effect of Anonymity on Online Peer Assessment: Quality of Feedback and Students' Attitudes. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1879-1884). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

• The Genre Of Instructor Feedback In Doctoral Programs: A Corpus Linguistic Analysis

  Walters, K.J., Henry, P., Vinella, M., Wells, S., Shaw, M. & Miller, J. (2015). The Genre Of Instructor Feedback In Doctoral Programs: A Corpus Linguistic Analysis. International Journal on E-Learning, 14(4), 525-550. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Teachers’ Use of Interactive Technology to Enhance Students’ Metacognition: Awareness of Student Learning and Feedback

  Lee, S.C., Irving, K., Pape, S. & Owens, D. (2015). Teachers’ Use of Interactive Technology to Enhance Students’ Metacognition: Awareness of Student Learning and Feedback. Journal of Computers in Mathematics and Science Teaching, 34(2), 175-198. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Getting Effective Feedback In a Video Editing Class through YouTube and Facebook: A Case Study

  Kaneko, D. (2015). Getting Effective Feedback In a Video Editing Class through YouTube and Facebook: A Case Study. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1247-1250). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).

• Students’ Perception of Satisfaction with Personalised Feedback Received from Instructors in an Online Environment

  Plana-Erta, D., Moya, S. & Simo, P. (2016). Students’ Perception of Satisfaction with Personalised Feedback Received from Instructors in an Online Environment. In Proceedings of E-Learn: World Conference on E-Learning (pp. 764-768). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).

• Feedback in the Learning Loop - how Moodle data help us steer progress –

  Baumgart, A. (2016). Feedback in the Learning Loop - how Moodle data help us steer progress –. In Proceedings of E-Learn: World Conference on E-Learning (pp. 1296-1306). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).

• Employing Tablet Technology for Video Feedback in Physical Education Swimming Class

  Kretschmann, R. (2017). Employing Tablet Technology for Video Feedback in Physical Education Swimming Class. Journal of e-Learning and Knowledge Society, 13(2),. Italian e-Learning Association.

• Motion Detection Method for Video Feedback System to Assist Karate Training

  Tanaka, K. (2017). Motion Detection Method for Video Feedback System to Assist Karate Training. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 915-918). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Influences of Preservice Teachers Frequent Formative Feedback in a Hybrid Learning Environment

  Campbell, L.O., Planinz, T. & Pulse, L. (2017). Influences of Preservice Teachers Frequent Formative Feedback in a Hybrid Learning Environment. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1152-1157). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Feedback Meaning in Health Professions Education Using Virtual Education: A Grounded Theory Analysis

  Patiño-Giraldo, S., Cardona, H. & Yepes, C. (2017). Feedback Meaning in Health Professions Education Using Virtual Education: A Grounded Theory Analysis. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 666-671). Washington, DC: Association for the Advancement of Computing in Education (AACE).

• Let’s talk assessment: An exploration of student perceptions of audio feedback for assessment

  Parkes, M. & Fletcher, P. (2019). Let’s talk assessment: An exploration of student perceptions of audio feedback for assessment. In G. Marks (Ed.), Proceedings of International Journal on E-Learning 2019 (pp. 441-460). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Value of Annotated Video-Recorded Lessons as Feedback to Teacher-Candidates

  Chizhik, E. & Chizhik, A. (2018). Value of Annotated Video-Recorded Lessons as Feedback to Teacher-Candidates. Journal of Technology and Teacher Education, 26(4), 527-552. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Exploring Students’ Use of Feedback to Take Ownership and Deepen Learning in an Online Program

  Thibodeaux, T. & Harapnuik, D. (2020). Exploring Students’ Use of Feedback to Take Ownership and Deepen Learning in an Online Program. In G. Marks (Ed.), Proceedings of International Journal on E-Learning 2020 (pp. 65-88). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Deterring Plagiarism through a Two-Step Educational Tutorial and Self-Feedback Tool in an Online Program

  Maudoodi, R. & Metzger, R. (2019). Deterring Plagiarism through a Two-Step Educational Tutorial and Self-Feedback Tool in an Online Program. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1145-1156). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• College students’ experiences of using RISE Model for structuring peer-feedback in discussion forums.

  Lin, S.Y. & Tseng, D.C. (2019). College students’ experiences of using RISE Model for structuring peer-feedback in discussion forums. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1104-1110). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• Reimagining Feedback Exchanges with Student Teachers: A Design-based Research Study Utilizing Technological and Training Approaches

  Hougan, E. (2015). Reimagining Feedback Exchanges with Student Teachers: A Design-based Research Study Utilizing Technological and Training Approaches. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1184-1192). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs

  Floratos, N., Guasch, T. & Espasa, A. (2015). Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs. Open Praxis, 7(2), 141-152. International Council for Open and Distance Education.