A complexity-informed, feedback loop approach for systems analysis IT education at undergraduate and postgraduate levels

Authors

DOI:

https://doi.org/10.20851/ll.v6.55

Keywords:

complex adaptive systems , feedback loops, information technology, systems analysis education

Abstract

Advancements in technology, complex student profiles and wide-ranging student learning needs impact feedback effectiveness. This conceptual study explored approaches to providing feedback among agents in a complex adaptive system (CAS), namely, students, staff, and learning technologies in systems analysis IT undergraduate and postgraduate courses across a 2.5-year timeframe. Pedagogical action research enabled iterative cycles of intervention and reflection. Quantitative and qualitative techniques facilitated data collection and analysis to understand feedback mechanism impacts on student outcomes. We identified a multi-faceted whole-of-course approach to facilitating feedback by categorising feedback loops across four levels: learner, instructional, staff, and system. Learner-level feedback consists of peer-to-peer and individual feedback mechanisms that support experiential learning. Instructional-level feedback involves intentional feedback provided by teaching staff to learners to guide progress. Staff-level feedback occurs via internal loops within the teaching team to improve instructional consistency, quality, and responsiveness to student learning needs. System-level feedback comprises course-based or institutional mechanisms that inform ongoing curriculum and learning design. This approach guides the understanding of the dynamic, reciprocal nature of feedback interactions in complex IT teaching environments, whilst applying graduate attributes and modelling industry practices, enabling educators to adapt to changes in teaching practices, learning needs and the IT industry.

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Author Biographies

Kathy Darzanos, Adelaide University

Kathy Darzanos holds a Bachelor of Computer and Information Science (Honours) and a Professional Certificate in University Teaching. She is a Senior Lecturer at Adelaide University actively engaged in Higher Education (HE) research and scholarship of teaching and learning (SoTL) through dissemination of practice, membership of HE professional bodies, and as a HE journal reviewer. She is the lead Academic Integrity Officer Coordinator for the School of Computer Science and Information Technology and a Teaching Squares facilitator at Adelaide University. She was also a former leader of a SoTL Community of Practice in the STEM academic unit at the University of South Australia.

Kathy believes in creating a positive student learning culture, developing inclusive learning environments and supporting students in their first year or transition to university, at the undergraduate and postgraduate level.

She is a co-investigator in a UniSA Unstoppable Teaching and Learning Development Grant (2025-2026) for a project titled Ethical Professionalism: A Values Focus, that aims to progress the development of a value sensitive design-based learning tool to improve ethical professionalism and data literacy among students.

Anisha Fernando, Adelaide University

Kathy Darzanos holds a Bachelor of Computer and Information Science (Honours) and a Professional Certificate in University Teaching. She is a Senior Lecturer at Adelaide University actively engaged in Higher Education (HE) research and scholarship of teaching and learning (SoTL) through dissemination of practice, membership of HE professional bodies, and as a HE journal reviewer. She is the lead Academic Integrity Officer Coordinator for the School of Computer Science and Information Technology and a Teaching Squares facilitator at Adelaide University. She was also a former leader of a SoTL Community of Practice in the STEM academic unit at the University of South Australia.

Kathy believes in creating a positive student learning culture, developing inclusive learning environments and supporting students in their first year or transition to university, at the undergraduate and postgraduate level.

She is a co-investigator in a UniSA Unstoppable Teaching and Learning Development Grant (2025-2026) for a project titled Ethical Professionalism: A Values Focus, that aims to progress the development of a value sensitive design-based learning tool to improve ethical professionalism and data literacy among students.

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Published

25-05-2026

How to Cite

Darzanos, K., & Fernando, A. (2026). A complexity-informed, feedback loop approach for systems analysis IT education at undergraduate and postgraduate levels. Learning Letters, 6, 55. https://doi.org/10.20851/ll.v6.55

Issue

Vol. 6 (2026): Special Issue: Navigating complexity in STEM education: Adaptive and experiential learning

Section

Articles