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Scaffolding asynchronous learners' engagement with feedback
Webinar

Scaffolding asynchronous learners' engagement with feedback

Kieran Balloo and Robert A Nash
Southern Cross University
October CTL Workshop (15/10/2025)
15/10/2025
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Abstract

Feedback is often seen as a dialogic process in which students are active participants. Yet transformations in modern higher education—such as the rise of online and asynchronous learning, increased student diversity, and reduced face-to-face contact— while improving access and personalisation, have made it more challenging for educators and students to engage in constructive synchronous feedback conversations. In this workshop, this challenge is explored through a unique case study that involved incarcerated learners, who cannot engage in real-time dialogue with tutors. Their experiences helped us identify the support needed to make feedback effective in such settings. We then asked: if we could make feedback more effective in high-security prisons, could similar approaches benefit learners who study at a distance, flexibly, and often asynchronously around other commitments? We will share resources developed to support this goal and invite participants to consider how these resources could be used or adapted as scaffolds to enhance participants’ own feedback practices and students’ learning within the Southern Cross Model. Feedback cannot be truly effective unless learners are equipped and willing to engage with it. This workshop explores how educators can design learning environments that scaffold active engagement with feedback in the Southern Cross Model to: • Ensure feedback is used proactively by students whom educators may never meet, including those studying remotely or flexibly; and • Support students to ‘self-direct’ and extract value from feedback in contexts with limited opportunities for synchronous dialogue, drawing insights from a case study involving incarcerated learners.

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