Capturing Student Feedback Literacy Using Reflective Logs

Autor/inn/en	Coppens, Kurt; Van den Broeck, Lynn; Winstone, Naomi; Langie, Greet
Titel	Capturing Student Feedback Literacy Using Reflective Logs
Quelle	In: European Journal of Engineering Education, 48 (2023) 4, S.653-666 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coppens, Kurt) ORCID (Van den Broeck, Lynn) ORCID (Winstone, Naomi) ORCID (Langie, Greet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2023.2185501
Schlagwörter	Feedback (Response); Multiple Literacies; Reflection; College Freshmen; Engineering Education; Student Journals; Profiles; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Studienanfänger; Ingenieurausbildung; Studentenzeitung; Charakterisierung; Profilanalyse; Ausland; Belgien
Abstract	First-year university students are confronted with a different culture of feedback than they were used to in secondary education. Since the emphasis at university is mainly on independent learning, students need to fulfil the role of a self-regulated learner and need to develop feedback literacy to make use of the multitude of feedback opportunities. In this study, reflective logs were used to capture first-year engineering students' most impactful feedback experiences. It was demonstrated that reflective logs are a valuable instrument to provide insight into students' feedback literacy. Moreover, a significant association between the reflection level and the presence of the different feedback literacy characteristics was found. Although most of the students acknowledge the basic understandings of feedback, only about half of the reflective logs point to a more advanced use of feedback opportunities. The lack of some specific characteristics suggest that students behold a teacher-centred view of feedback. Therefore, it is important to explicitly introduce them to the contemporary learner-centred definitions of feedback so that they can recognise the variety of feedback opportunities. The study further endorses that developing reflective skills can be an important precursor to feedback literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01