Formative feedback for international supply chain post-graduate students combining digital and face-to-face formats to enhance engagement and criticalit

Many academic disciplines rely heavily on feedback during the learning, teaching, and assessment (LTA) process. Though digital feedback mixed with face-to-face academic feedback has been shown to improve students’ academic learning ability, the impact of this context has still not been fully explored. Face-to-face student group discourse during group work, combined with digital real-time feedback, is supposed to improve students’ comprehension; however, it is unclear under what conditions this strategy may do so. The goal of this contextual study is to analyse students’ attitudes regarding digital feedback when combined with face-to-face feedback and to see if this combination results in the expected improvement in student-centred LTA. Students found the combined digital feedback with concurrent face-to-face instruction meaningful, valuable, and a very significant and effective strategy. They were confident in the quality of the comments they provided and got. Qualitative findings suggested that combining digital and face-to-face activities encourages students to be more engaged and participatory with their LTA output and replies, resulting in more proactive and constructive outcomes. As a result, it is possible to infer that digital feedback, when combined with face-to-face feedback, is a helpful variant within LTA feedback that improves further elaboration and student engagement with feedback. This study gives a strategy, a practical application example, and some key reference points into crucial prerequisites for designing and implementing digital feedback with face-to-face feedback interventions in higher education in the LTA context.