Repository logo
 
Publication

Students’ perceptions of the value of electronic feedback: does disciplinary background really matter?

2019-09-16Journal article Restricted access
Simple item page
dc.contributor.authorElShaer, Amr
dc.contributor.authorCasanova, Diogo
dc.contributor.authorFreestone, Nicholas S.
dc.contributor.authorCalabrese, Gianpiero
dc.date.accessioned2021-04-13T10:04:12Z
dc.date.available2021-04-13T10:04:12Z
dc.date.issued2019-09-16
dc.descriptionVersão submetida é uma versão do autor antes de formatada pela revista. Pode ser depositada em repositório institucional.pt_PT
dc.description.abstractFeedback on student work is a key mechanism for improving learning in Higher Education (HE) and can be provided in a variety of forms. Recently, many institutions have moved to the provision of electronic feedback, although evidence for the effectiveness of this is mixed. While many studies evaluating the students’ perception of feedback are now available, there is little evidence of contrasting perceptions of its value according to different disciplines. This work aims to evaluate the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE. Students (n=1017) across different courses from a post-1992 university in the UK were surveyed and categorized into five disciplinary clusters: Science, Technology, Engineering and Mathematics; Business and Accounting; Art and Design; Media and Languages; and Psychology and Social Care. Perceived relevance as well as the most pertinent features and expectations of the quality of electronic feedback for students varies according to disciplinary cluster and thus closely aligns with a specific cluster’s learning and teaching practices. The findings of this study may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of electronic feedback.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1111/bjet.12881pt_PT
dc.identifier.issn0007-1013 (Print)
dc.identifier.issn1467-8535 (Online)
dc.identifier.urihttp://hdl.handle.net/10400.2/10638
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectAssessmentpt_PT
dc.subjectElectronic feedbackpt_PT
dc.subjectDisciplinespt_PT
dc.subjectHigher educationpt_PT
dc.subjectFeedbackpt_PT
dc.subjectAvaliaçãopt_PT
dc.subjectAvaliação digitalpt_PT
dc.titleStudents’ perceptions of the value of electronic feedback: does disciplinary background really matter?pt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage606pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage590pt_PT
oaire.citation.titleBritish Journal of Educational Technologypt_PT
oaire.citation.volume51pt_PT
person.familyNameElShaer
person.familyNameCasanova
person.familyNameCalabrese
person.givenNameAmr
person.givenNameDiogo
person.givenNameGianpiero
person.identifier.ciencia-idE11C-54F0-4049
person.identifier.orcid0000-0002-5058-0256
person.identifier.orcid0000-0002-8586-0370
person.identifier.orcid0000-0002-0137-4595
person.identifier.scopus-author-id25654637500
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication6c378e6e-c035-4fa6-812c-cead3f2221bc
relation.isAuthorOfPublication928baf82-d57e-4e67-9952-2ac6f0e9252e
relation.isAuthorOfPublication04d48dc0-b335-4275-89f9-284d619c5e28
relation.isAuthorOfPublication.latestForDiscovery6c378e6e-c035-4fa6-812c-cead3f2221bc

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Students_perceptions_of_the_value_of_ele.pdf
Size:
978.29 KB
Format:
Adobe Portable Document Format
Download

Collections

Ciências da Educação | Artigos em revistas internacionais / Papers in international journals