Title: Learning and external feedback in a diverse classroom: a case study at DevLAB (Finland)

Authors: Kari-Pekka Heikkinen; Ulla-Maija Törmälä; Kongkiti Phusavat

Addresses: University of Oulu, Oulu, Finland ' Oulu University of Applied Sciences, Oulu, Finland ' Kasetsart University, Chatuchak, Bangkok, Thailand

Abstract: A diverse classroom necessitates a review into a traditional instructor-student relationship to facilitate learning. Thus, the study aims to examine the influence of external feedback on learning in a diverse classroom. The focus is on former students who previously participated in the DevLAB, initiated by Oulu University of Applied Sciences (Oamk) in Finland during 2012 to 2019. The survey is developed to examine the interrelationship among the three components: attitude, external feedback and learning and development after their graduation while the analysis involves the use of Linear Structural Relations (LISREL) program, Path Analysis and Factor Analysis. 57 former students with diverse educational background and nationalities have participated. Their education backgrounds and nationalities are diverse. The finding shows that external feedback as well as attitude contributes positively to learning and development. Specifically, active use of external feedback significantly strengthens learning in a diverse classroom. Future research is suggested to extend the findings.

Keywords: external feedback; attitude; learning and development; social learning; stimulus; diverse classroom; classroom management.

DOI: 10.1504/IJMIE.2025.149063

International Journal of Management in Education, 2025 Vol.19 No.6, pp.675 - 689

Received: 03 Apr 2024
Accepted: 01 Aug 2024
Published online: 13 Oct 2025 *

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