From informal to formal - A case study about the impact of distant learning on formative feedback in Danish schools

Abstract

Even though Denmark is a highly digitized country, the COVID-19 pandemic has pushed schools to adopt extreme forms of distant learning, as everything should be conducted online through digital platforms. Our study aims at analysing the impact of distant learning practice on feedback practice, from the perspective of teachers and pupils. More specifically we focus on pupils in Danish mid-school, who are subject to a final exam to qualify for access to high school. We have conducted a netnographic inquiry, combining virtual observations and interviews with teachers and pupils. Our results show that the new distant learning practice prevented teachers to engage in non-formal assessment and feedback practice, such as spontaneous walks across the classrooms and dialogue with pupils on their difficulties, hence making it hard to keep an overview on their pupils’ progress. To compensate for the lack of non-formal feedback practices, distant learning has turned feedback practices into formal evaluations, leading the pupils to feel under pressure and less engaged in their learning. Our study provides an original perspective regarding specific aspects, such as feedback practices, which require forms of spontaneous dialogue between teachers and pupils and are central for learning, hence providing meaningful insights for the implementation of distant learning in mid school and the importance of a close dialogue between pupils and teachers.