Disciplinary perspectives on feedback processes: towards signature feedback practices

Teaching in Higher Education - Tập 28 Số 6 - Trang 1158-1172 - 2023
David Carless1, Jessica To1,2, Connie Kwan1, Jonathan Kwok1
1Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong
2National Institute of Education, Nanyang Technological University, Singapore, Singapore

Tóm tắt

Từ khóa


Tài liệu tham khảo

10.1111/j.1365-2923.2009.03546.x

10.1037/h0034701

10.1080/02602938.2012.691462

10.1080/07294360.2019.1684455

10.1080/02602938.2012.691462

10.1080/13562517.2020.1782372

10.1080/02602938.2020.1769022

10.1080/02602938.2011.632676

10.1080/02602938.2018.1463353

10.1080/13562517.2019.1686699

10.1007/s10459-014-9524-6

10.14742/ajet.1878

10.1080/02602938.2013.870530

10.3991/ijep.v6i2.5366

10.1080/13562517.2018.1471457

10.1080/13562517.2020.1754784

Malm J., 2012, Journal of Peer Learning, 5, 32

10.3389/fpsyg.2017.01519

10.1080/0307507022000011525

10.1080/02602931003786559

10.1080/02602938.2020.1823314

Orr S., 2018, Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum

10.1111/j.1476-8070.2014.12008.x

10.1007/s10459-018-9854-x

10.11120/ened.2010.05010075

10.1080/13562517.2011.590977

10.1162/0011526054622015

10.1080/02602938.2020.1733489

10.1080/03075079.2013.801431

10.1080/14703297.2014.1003954

10.1080/13562517.2020.1725879

10.1007/s10734-020-00632-0

10.1080/07294360.2018.1532985

10.4324/9781351115940

10.1080/13562517.2012.719154