Important references for this research
- Bausili, A. (2018) ‘From piloting e‐submission to electronic management of assessment (EMA): Mapping grading journeys’, British Journal of Educational Technology. Wiley Online Library, 49(3), pp. 463–478.
- Carless, D. et al. (2011) ‘Developing sustainable feedback practices’, Studies in higher Education. Routledge, 36(4), pp. 395–407.
- Casanova, D. and Mitchell, P. (2017) ‘The “Cube”and the “Poppy Flower”: Participatory approaches for designing technology-enhanced learning spaces’, Journal of Learning Spaces, 6(3).
- Frohlich, D. M., Lim, C. S. C. and Ahmed, A. (2014) ‘Keep, lose, change: Prompts for the re-design of product concepts in a focus group setting’, CoDesign. Taylor & Francis, 10(2), pp. 80–95. doi: 10.1080/15710882.2013.862280.
- Nicol, D. (2010) ‘From monologue to dialogue: improving written feedback processes in mass higher education’, Assessment & Evaluation in Higher Education. Taylor & Francis, 35(5), pp. 501–517.
- Parkin, H. J. et al. (2012) ‘A role for technology in enhancing students’ engagement with feedback’, Assessment & Evaluation in Higher Education. Routledge, 37(8), pp. 963–973.
- Schuler, D. and Namioka, A. (1993) Participatory Design: Principles and Practices. Edited by D. Schuler and A. Namioka. Oxon, UK: CRC Press.
- Selwyn, N. (2013) Distrusting Educational Technology: Critical Questions for Changing Times. Oxon: Routledge.
- Winstone, N. E. et al. (2017) ‘“It’d be useful, but I wouldn’t use it”: barriers to university students’ feedback seeking and recipience’, Studies in Higher Education. Routledge, 42(11), pp. 2026–2041.
- Zimbardi, K. et al. (2017) ‘Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance’, Assessment & Evaluation in Higher Education. Routledge, 42(4), pp. 625–644.