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ERIC Number: EJ1022529
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1356-2517
The Role of Written Formative Feedback in Inducing Non-Formal Learning among Masters Students
Mirzaee, Alireza; Hasrati, Mostafa
Teaching in Higher Education, v19 n5 p555-564 2014
This article adds to the existing literature on nonformal learning in education in general and the role played by written feedback in providing the space for such learning in particular. The study was conducted in an English as a Foreign Language context in which the participating students received written feedback on their English writings. Employing qualitative interviews and stimulated recall methodology, we explored interstudent interactions, cross-cultural understanding, and initiation into communities of practice, and categorized these as reactive and deliberative types of nonformal learning. Drawing upon Eraut's typology of nonformal learning, we would argue that formative written feedback provided on students' writings could lead to nonformal learning because it encourages them to act upon it.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran