Formative feedback through digital MCQs: Students´ perceived learning in a bachelor-level physiology course

Abstract

Feedback is defined as a process in which students can benefit from information about their own performance to improve the quality of their work and learning strategies. This case study examines how students in a bachelor-level physiology course experienced their learning when receiving formative feedback through digital multiple-choice questions (MCQs) in the web-based learning platform Canvas. The poorly attended colloquia in the course were replaced by a compulsory assignment comprising eight modules of MCQs. The MCQs could be repeated multiple times by the students providing ample low threshold, low risk opportunities to test knowledge and understanding and to receive feedback on whether they had achieved the learning objectives of the course (“feedback loops”). A student survey at the end of the course underlined the potential of using MCQs for automated feedback and learning. Thematic analysis of semi-structured one-on-one interviews with eight random students from the course identified two main themes related to student learning: the importance of the MCQs format and how student characteristics can affect MCQ-aided learning. Challenges were related to the formulations of the MCQs, and the feedback received, and to procrastination of the students’ work with the MCQs reducing the learning outcome of the work. We discuss the potential of further developing and integrating online formative feedback loops through MCQs as a systematic approach to enhance learning and emphasize the importance of student and teacher feedback literacy when working with assessments tasks such as MCQs.