Feedback for student-centered learning in two different teaching settings
Nøgleord:
feedback, student-centered, teaching setting, s pedagogical investigation, implementationResumé
Feedback, defined as information provided regarding aspects of one’s performance or understanding, is aimed to make students learn. Learningoriented formative feedback is an important tool to increase student learning by reacting to students’ performance or understanding timely and constructively. Different teaching settings may require different ways of formative feedback to achieve student-centered learning. In this project, we apply two ways of feedback, ‘peer-feedback’ and ‘reviewing
progress with students’, in two different teaching settings. These two ways of feedback are described on the website of University of Edinburgh (http://www.enhancingfeedback.ed.ac.uk/staff/resources.html). The first setting is research-based teaching with second-year master students and the second setting is theoretical lectures with heavy text book contents.
We intended to investigate whether different ways of feedback can improve student learning in these two teaching settings.
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Fra og med årgang 19 (2023) er artikler udgivet i IUSTL udgivet med Creative Commons Navngivelse –Ikke-kommerciel (by-nc) licens. Redaktionen kan godkende andre Creative Commons Licencer for enkelte artikler, hvis forfatteren har anmodet om det.
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