Facilitating Productive Use of Feedback in Higher Education

Autor/in	Jonsson, Anders
Titel	Facilitating Productive Use of Feedback in Higher Education
Quelle	In: Active Learning in Higher Education, 14 (2013) 1, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787412467125
Schlagwörter	Higher Education; Academic Discourse; Literature; Feedback (Response); Academic Achievement; English (Second Language) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Discourse; Diskurs; Literatur; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Although feedback has a great potential for learning, students do not always make use of this potential. This article therefore reviews research literature on students' use of feedback in higher education. This is done in order to find answers as to why some students do not use the feedback they receive and which factors are important in influencing students' use of teacher feedback. Findings show that utility is not only a key feature for students' use of feedback but also that some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students' possibilities to use the information formatively. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10