Students' Feedback Literacy in Workplace Integrated Learning: How Prepared Are They?

Autor/inn/en	Nicola-Richmond, Kelli; Tai, Joanna; Dawson, Phillip
Titel	Students' Feedback Literacy in Workplace Integrated Learning: How Prepared Are They?
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 2, S.196-206 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tai, Joanna) ORCID (Dawson, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.2013289
Schlagwörter	Feedback (Response); Multiple Literacies; Experiential Learning; Occupational Therapy; Scoring Rubrics; Allied Health Occupations Education; Capstone Experiences; Educational Improvement; College Seniors; Psychological Patterns; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Beschäftigungstherapie; Scoring formulas; Auswertungsbogen; Teaching improvement; Unterrichtsentwicklung; College; Colleges; Senior; Hochschule; Fachhochschule; Ausland; Australien
Abstract	Feedback is powerful for learning in education, and the workplace. Work-integrated learning bridges these two settings, but how prepared students are to use feedback strategies as they enter the workplace remains unknown. This paper documents an exploratory, mixed-methods, study involving final-year occupational therapy students. The students were undertaking work-integrated learning to develop project management skills. The specific research questions addressed were; how feedback literate are final-year students; and, can feedback literacy (FL) education improve FL in preparation for the workplace? Likert scales, open response questions, and assessment rubrics were utilised. Opportunities for FL education were provided. Statistically significant differences between pre- and post-test survey responses were evident. Four qualitative themes were identified; enacting feedback, choice of feedback, emotional impact of feedback and value of the outsider perspective. Some students demonstrated sophisticated feedback capabilities. Others engaged tokenistically with feedback. Tentative support for the effectiveness of one FL intervention was demonstrated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01