Enhancing students’ engagement by giving ongoing formative feedback in a blended learning setting

Yan Keung Hui, Chen Li, Sheng Qian, Lam For Kwok

Research output: Journal article publicationJournal articleAcademic researchpeer-review

2 Citations (Scopus)


Blended learning combines and gains the advantages of face-to-face and computer-based distributed learning. Teachers need to encourage students to engage more in the learning process and learning activities. Formative feedback (feedback) from stakeholders can encourage students to participate more in both online and classroom learning. However, three major challenges are being faced by researchers. Firstly, inconsistent results have been found from linear models on the amount of feedback and academic performance. Secondly, feedback from different stakeholders have not been analysed in an integrated way. Thirdly, the connection between feedback and performance have not been identified. We have started by proposing a logarithm transformation on the amount of feedback to address the issues found in the linear models. Then, we have suggested an initial conceptual model on how academic performance is related to feedback from different stakeholders. Finally, the model has been verified and improved throughout the three longitudinal studies.

Original languageEnglish
Pages (from-to)390-407
Number of pages18
JournalInternational Journal of Innovation and Learning
Issue number3
Publication statusPublished - 27 Sept 2021


  • Blended learning
  • Engaged learning
  • Formative feedback
  • Learning analytics

ASJC Scopus subject areas

  • Education
  • Management of Technology and Innovation


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