The special topic calls for papers on “Facilitating Productive Use of Feedback in Higher Education” and such papers will appear in Higher Education of Social Science as a special column.
Affiliated research area: Assessment Feedback, Higher Education, Literature Review, Student Learning
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.
In addition to the Review and Original Articles by invited speakers, we are inviting you to submit a relevant research paper on “Facilitating Productive Use of Feedback in Higher Education” for consideration. Papers will be subject to normal peer review and must comply with the Guide for Authors.
To submit papers to the “Facilitating Productive Use of Feedback in Higher Education” Special Topic, please go to http://www.cscanada.net. With your submission, please state clearly to the editor that your manuscripts are submitted to the Special Topic “Facilitating Productive Use of Feedback in Higher Education”.
Related Journals (Special issue):
Higher Education of Social Science Journal, ISSN 1927-0232 [Print]; ISSN 1927-0240 [Online].
Facilitating productive use of feedback in higher education doi: 10.1177/1469787412467125
Special Topic: Facilitating Productive Use of Feedback in Higher Education
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