Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress
By Tony Dowden, Sharon Pittaway, Helen Yost, Robyn McCarthy. 2013
136 citations recorded by the source corpus.
A small but growing body of research has investigated students’ perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to feedback. This paper investigates students’ perceptions of written feedback with particular emphasis on their emotional responses within a teacher education programme in a regional Australian university. Online questionnaires were used to gather qualitative data from cohorts of distance students and on-campus students. The study found that students’ emotions strongly mediated their perceptions of written feedback. The paper concludes that in order to accommodate students’ emotional responses, effective written feedback should be aligned with pedagogies which specifically include the development of rich dialogue within the teaching and learning context.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/ac708e17f9789f3c30ab052ac2798e2b496a8739
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In Education
- David Boud
- Phillip Dawson
- N. Winstone
- Michael Henderson
- Elizabeth Molloy
- Tracii Ryan
- Robert A. Nash
- Michael Phillips
Citations in the corpus
- What makes for effective feedback: staff and student perspectives (2019, background): “…post-2010 study on perceptions of feedback focuses on a single discipline at a single institution, with a convenience sample of less than 200 student research participants and no staff participants (e.g. Dowden et al. 2013; Robinson, Pope, and Holyoak 2013; Bayerlein 2014; Pitt and Norton 2017).”
- Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Crucially, though, several of the reviewed outputs concurred that learners often feel “bamboozled” by academic terminology (Dowden et al., 2013; Higgins et al., 2001; Jonsson, 2013; Parboteeah & Anwar, 2009; Weaver, 2006).”