Educators' perceptions of automated feedback systems


  • Justin C. W. Debuse University of the Sunshine Coast
  • Meredith Lawley University of the Sunshine Coast
  • Rania Shibl University of the Sunshine Coast



Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to facilitate quality feedback, whilst not impacting adversely upon staff workloads. Hence the research question of this study is 'How do academic staff perceive the usefulness of an automated feedback system in terms of impact on workloads and quality of feedback?' This study used an automated feedback generator (AFG) across multiple tutors and assessment items within an MBA course delivered in a variety of modes. All academics marking in the course completed a survey based on an adaptation of the unified theory of acceptance and use of technology (UTAUT) model. Results indicated that while the workload impact was generally positive with savings in both cost and time, improvements and modifications to the system could further reduce workloads. Furthermore, results indicated that AFG improves quality in terms of timeliness, greater consistency between markers and an increase in the amount of feedback provided.


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How to Cite

Debuse, J. C. W., Lawley, M., & Shibl, R. (2008). Educators’ perceptions of automated feedback systems. Australasian Journal of Educational Technology, 24(4).