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ERIC Number: EJ1130316
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1755-1382
EISSN: N/A
Understanding How Students Process and Use Feedback to Support Their Learning
Hepplestone, Stuart; Chikwa, Gladson
Practitioner Research in Higher Education, v8 n1 p41-53 2014
This paper presents the results of a small-scale qualitative study conducted at a UK university in which a sample of undergraduate students were asked to reflect on the (often subconscious) processes they use to engage with, act upon, store and recall feedback. Through the use of micro-blogging, weekly diaries and semi-structured interviews, the study found that students understand what feedback is and how it should be used. Students recognise the impact of technology in enhancing the feedback process, especially in supporting dialogue around feedback. However, the study highlighted that students often struggle to make connections between the feedback that they receive and future assignments, and it is recommended that further investigation is required into how tutors construct the feedback given and how students deconstruct that feedback, along with the role that technology might play in enabling students to make sense of all feedback that they receive.
University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A