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We know from research across all levels of education that feedback and interactive teaching have the greatest positive effect on students’ achievement. However, in higher education, teachers’ constructive feedback often logistically cannot be delivered in time for all students to apply to future tasks. In this article, we report on a study of an interactive teaching approach using assignment exemplars to provide students with before-task ‘feedback’ or feedforward. We evaluated the effectiveness of the approach through a questionnaire and analysis of students’ grades. Our results show that while the teacher’s explanation of the exemplars was an important positive factor in students’ achievement, some students did not improve their performance although they understood the quality of work expected. We discuss implications for teachers in teaching discipline-writing skills as part of an exemplar-based approach to providing feedforward. [ABSTRACT FROM AUTHOR]

The development of a usability evaluation method for educational systems or applications, called the self-report-based sequential analysis, is described herein. The method aims to extend the current practice by proposing self-report-based sequential analysis as a new usability method, which integrates the advantages of self-report in survey research (e.g., questionnaires and interviews) and lag sequential analysis to evaluate educational systems or applications and further understand students’ operational process patterns of behaviors toward the systems’ interfaces. An empirical study using a drill-based game as a platform was conducted to test the effectiveness of the self-report-based sequential analysis method. The results showed the critical mediators and behavioral transfer patterns among the different area of interests during the students’ overall operational process behaviors. For example, the health points and badges as rewards served as critical mediators between the rewards and feedback and health points and countdown timer, respectively. The self-report-based sequential analysis helped explore the participants’ operational process behaviors in the area of interests, and why behaviors shift on area of interests that can assist to diagnose the inappropriate arrangement of area of interests. Suggestions are provided based on the results. [ABSTRACT FROM AUTHOR]

A response to calls for more self-reflective and inclusive pedagogy, this article considers pedagogical, and teaching possibilities offered by Photovoice--a community and participatory action research methodology developed by Wang and Burns. Extrapolating Photovoice to the context of the diversity classroom, the authors discuss how the methodology can aid management educators in developing approaches and activities that foster greater participatory engagement between students and subject matter, knowledge, and learning. They share their experiences with the methodology and showcase what educators in the field can do to adopt--or adapt--the methodology for their own use. [ABSTRACT FROM AUTHOR]