Strategies for using feedback students bring to higher education

By Deirdre Burke. 2009

149 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/1debbe5de7caf1c9a2bb768c651e3121a35d04b0

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In Education

1. D. Carless
2. David Boud
3. N. Winstone
4. Dragan Gasevic
5. A. Jonsson
6. Min Yang
7. Yannis A. Dimitriadis
8. Erkan Er

Citations in the corpus

• Developing sustainable feedback practices (2011, methodology): “Students have seldom been trained or supported in how to use feedback (Weaver 2006), and often rely on relatively unsophisticated strategies for using feedback (Burke 2009).”
• Feedback on feedback practice: perceptions of students and academics (2017, background): “Burke (2009) does however suggests that students often rely on relatively unsophisticated strategies for using feedback, so although they feel they are acting upon it they might not be getting the most out of it.”
• A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Research shows that students who receive specific suggestions from peers on how to use feedback are more likely to make more strategic use of the feedback (Burke 2009).”
• Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “Numerous studies suggest that students do not always feel sufficiently equipped to implement the feedback they receive (e.g., Weaver, 2006; Burke, 2009), and indeed, the research literature contains many examples of minimal engagement with feedback by students (e.g., Gibbs and Simpson, 2004;…”
• Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Rather than characterizing the moment of receiving feedback as the end point of the process, it is increasingly characterized as the start point (e.g., Burke, 2009).”
• Facilitating productive use of feedback in higher education (2013, background): “As an example, it has been suggested that students need to be taught strategies for how to use feedback productively, for instance, through workshops, which may not always be a regular part of higher education (Burke, 2009).”
• Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students (2013, background): “If students do not have the skills needed to interpret and use the comments given (Burke 2009; Cook, Rushton, and Macintosh 2006; Richardson 2005) then it is not surprising that they see the feedback as being of limited use and so cited their dissatisfaction.”
• Toward a better understanding of student perceptions of writing feedback: a mixed methods study (2015, background): “For example, teachers might begin the feedback process by describing how and why feedback will be given as well as providing students with detailed explanations of the meanings and implications of specific feedback on student work (Burke, 2009).”