Midlands State University Library
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Facilitating productive use of feedback in higher education created by Anders Jonsson

By: Material type: TextTextSeries: Active learning in higher education ; Volume 14, number 1 ,London: Sage, 2013Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 1469-7874
Subject(s): LOC classification:
  • LB2300 ACT
Online resources: 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.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB2300 ACT (Browse shelf(Opens below)) Vol. 14, no.1 (pages 63-76) Not for loan For in house use only

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.

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