Introduction

As students transition to higher education in New Zealand, they experience learning environments that are different from their secondary school classes. An important difference is how students in large university courses obtain feedback to support their learning and assist their progress. Online systems such as MasteringBiology^® provide a tutorial and assessment program that can be tailored by teachers to support homework for students in a course as part of formative assessment. The system provides corrective feedback for wrong answers as well as feedback for guidance as a student is working on an activity.

Objectives

This study investigates the extent to which first year biology students use the feedback and/or seek help in this online homework system and whether the use of this feedback significantly improves achievement.

Methodology

The 1235 students in a first year biology course completed homework activities on a regular basis with the option of using feedback information.  920 students volunteered to participate in the study comprising two main phases: assessment data and analysis of the use of the system; and, focus group interviews with high/low achievers and high/low feedback system users (20 participants). Structural equation modelling and thematic analysis comprised the main analysis methods for each phase.

Findings

The findings indicate that feedback is not necessarily taken up and used by students. Further, seeking help in the online system raises achievement only when students persist through the entire course. The qualitative data provided deep insights about what influences or dissuades students to seek feedback. Although students have an understanding of the purpose and value of feedback for learning, this study provides new insights about the actions taken by students on receipt of feedback. This study about students’ interactions and behaviours in this online system has also shaped the design and delivery of future iterations of the course.