Feeding forward: using feedback to promote student reflection and learning – a teaching model

By Sarah Quinton, T. Smallbone. 2010

300 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/22b351839bf03568be337062223c8010b855732b

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Citations in the corpus

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Based on undergraduates’ written reflections, Quinton and Smallbone (2010) concluded that keeping portfolios can provide learners with distance from their initial emotional responses to evaluative comments.”
Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development (2020, background): “Reflective activities are integrated throughout the course and time is specifically allocated for these activities (Quinton & Smallbone, 2010).”
Active learning: The importance of developing a comprehensive measure (2015, background): “…student control, autonomy, self-regulation and power relationships are often seen as important, with terms such as ‘student-directed learning’ often associated with active learning (Chi, 2009; Hagel et al., 2012; O’Loughlin, 1992; Petress, 2008; Quinton and Smallbone, 2010; Rae and Cochrane, 2008).”
Giving or receiving feedback: which is more beneficial to students’ learning? (2018, background): “Feedback has been revealed to facilitate student learning, enable students to become active, responsible and reflective practitioners, improve the quality of learning and provide formal accountability and accreditation of knowledge (Quinton and Smallbone 2010).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Reflection as a deep learning strategy can help students understand the feedback (Hatziapostolou and Paraskakis 2010) and make connections with their own work (Quinton and Smallbone 2010).”