Show simple item record

dc.contributor.authorSparrow, Abby
dc.contributor.authorSmith, Samantha
dc.contributor.authorPetronzi, Dominic
dc.contributor.authorWilson, Helen
dc.contributor.authorRoeschlaub, Sarah
dc.contributor.authorSmith, Melanie
dc.date.accessioned2020-06-18T11:34:49Z
dc.date.available2020-06-18T11:34:49Z
dc.date.issued2020-05-11
dc.identifier.citationSparrow, A., Smith, S., Petronzi, D., Wilson, H., Roeschlaub, S., & Smith, M. (2020). 'Student autonomy of feedback format in higher education and perceived functional behaviours for academic development'. Journal of Pedagogical Research, pp. 1-14.en_US
dc.identifier.issn2602-3717
dc.identifier.doi10.33902/2020060191
dc.identifier.urihttp://hdl.handle.net/10545/624898
dc.description.abstractIn the current context of promoting active learning and raising student engagement within Higher Education, an increasing amount of research has looked at pedagogical-based design and factors that contribute to functional behaviours surrounding the interaction and use of academic assessment feedback. However, few studies have considered the perceived influence of student autonomy over feedback format and whether this promotes engagement and academic development. In this study, we recruited level 5 and 6 students (N = 38) on an undergraduate Education Programme (that has consistently implemented student feedback choice) to participate in initial self-reporting and subsequent focus groups ("soft triangulation‟). The findings revealed three core themes: [1] Personalisation – (a) sense of autonomy/involvement, (b) engagement and (c) motivation, [2] Clarity – (d) depth and detail, and [3] Areas for development. Overall, these findings suggest that feedback type – and the inherent option to choose – has a functional impact on academic engagement and development. We discuss these findings in relation to a sense of being valued that was associated with autonomy of choice, a divergence in how and when students engage with feedback, as well as the requirement for academic clarity and provision of formats that support academic development.en_US
dc.description.sponsorshipUniversity of Derby Undergraduate Research Scholarship Scheme (URSS)en_US
dc.language.isoenen_US
dc.publisherOctagon Education Consultancyen_US
dc.relation.urlhttps://www.ijopr.com/download/student-autonomy-of-feedback-format-in-higher-education-and-perceived-functional-behaviours-for-8256.pdfen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectFeedback; Feedback choice; Active learning; Academic development; Pedagogyen_US
dc.titleStudent autonomy of feedback format in higher education and perceived functional behaviours for academic developmenten_US
dc.typeArticleen_US
dc.identifier.eissn2602-3717
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalJournal of Pedagogical Researchen_US
dcterms.dateAccepted2020-04
refterms.dateFOA2020-06-18T11:34:50Z
dc.author.detail782437en_US


Files in this item

Thumbnail
Name:
IJOPR-03301-2020-R1.pdf
Size:
355.5Kb
Format:
PDF
Description:
Main Article

This item appears in the following Collection(s)

Show simple item record

CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal