Chapter 5: Walking a Tightrope: Using Formative Feedback to Support Independent and Self-Directed Learning

This study explored the reflective experiences of three teachers using formative feedback to support the development of learner autonomy and lifelong learning skills. The reflective narrative explores the evolving journey and experiences of three teachers to support learners’ development of self-directed and independent learning skills to enable learning autonomy in an Institute of Technology and Polytechnic (ITP) in New Zealand. This study adopts an introspective-reflective method to report three contextual reflections of three teachers/facilitators to support self-directed and independent learning for undergraduate and postgraduate learners. The findings show specific examples of how each teacher adopted formative feedback to support independent and self-directed learning to enhance learning. The authors’ contribution adds to the growing body of guidance for teachers and facilitators on how to use formative feedback in ways that empower learners rather than directing them – striking a balance that nurtures learners without undermining original ideas or creative intent.