Public feedback - but personal feedforward?
People can learn by considering and understanding examples. With assistance, students should see and appreciate in examples strengths on which they can build, and weaknesses which they should minimise. So feedback and feedforward to students can usefully dwell on both types of example, especially if...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for Learning Development in Higher Education (ALDinHE)
2012-03-01
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| Series: | Journal of Learning Development in Higher Education |
| Subjects: | |
| Online Access: | https://repl.gianfj.com/index.php/jldhe/article/view/144 |
| _version_ | 1818404280196923392 |
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| author | John Cowan YiChing Jean Chiu |
| author_facet | John Cowan YiChing Jean Chiu |
| author_sort | John Cowan |
| collection | DOAJ |
| description | People can learn by considering and understanding examples. With assistance, students should see and appreciate in examples strengths on which they can build, and weaknesses which they should minimise. So feedback and feedforward to students can usefully dwell on both types of example, especially if drawn from individual studentsââ¬â¢ work. But this can generate problems for learners from a Confucian Heritage Culture (CHC). The writers encountered acute sensitivity in Taiwan to their judgements and responses to weak discussion board postings. Their gently constructive feedforward was regarded by some CHC students as stern and hurtful criticism, Such students often withdrew from participation in class activity. So the writers differentiated in their responding to weak and strong postings, When individuals had made weak postings, the writers opted for personal and private feedback leading naturally to constructive feedforward, For better postings, they mainly provided positive feedback with reasons for their judgements, and summarised this to the class - making generic points about strengths. They now favour using different approaches to communicating and balancing feedback and feedforward, depending on the standard of work being judged, They suggest this might also be a useful practice when tutoring solely in the West. |
| first_indexed | 2024-12-14T08:37:38Z |
| format | Article |
| id | doaj.art-466773a5c3014aa58175900d8166bb15 |
| institution | Directory Open Access Journal |
| issn | 1759-667X |
| language | English |
| last_indexed | 2024-12-14T08:37:38Z |
| publishDate | 2012-03-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj.art-466773a5c3014aa58175900d8166bb152022-12-21T23:09:22ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2012-03-01410.47408/jldhe.v0i4.144Public feedback - but personal feedforward?John Cowan0YiChing Jean Chiu1Edinburgh Napier UniversityWenzao Ursuline College of LanguagesPeople can learn by considering and understanding examples. With assistance, students should see and appreciate in examples strengths on which they can build, and weaknesses which they should minimise. So feedback and feedforward to students can usefully dwell on both types of example, especially if drawn from individual studentsââ¬â¢ work. But this can generate problems for learners from a Confucian Heritage Culture (CHC). The writers encountered acute sensitivity in Taiwan to their judgements and responses to weak discussion board postings. Their gently constructive feedforward was regarded by some CHC students as stern and hurtful criticism, Such students often withdrew from participation in class activity. So the writers differentiated in their responding to weak and strong postings, When individuals had made weak postings, the writers opted for personal and private feedback leading naturally to constructive feedforward, For better postings, they mainly provided positive feedback with reasons for their judgements, and summarised this to the class - making generic points about strengths. They now favour using different approaches to communicating and balancing feedback and feedforward, depending on the standard of work being judged, They suggest this might also be a useful practice when tutoring solely in the West.https://repl.gianfj.com/index.php/jldhe/article/view/144Confucian Heritage Culturefeedbackfeedforwardstrengthsweaknessespublic |
| spellingShingle | John Cowan YiChing Jean Chiu Public feedback - but personal feedforward? Journal of Learning Development in Higher Education Confucian Heritage Culture feedback feedforward strengths weaknesses public |
| title | Public feedback - but personal feedforward? |
| title_full | Public feedback - but personal feedforward? |
| title_fullStr | Public feedback - but personal feedforward? |
| title_full_unstemmed | Public feedback - but personal feedforward? |
| title_short | Public feedback - but personal feedforward? |
| title_sort | public feedback but personal feedforward |
| topic | Confucian Heritage Culture feedback feedforward strengths weaknesses public |
| url | https://repl.gianfj.com/index.php/jldhe/article/view/144 |
| work_keys_str_mv | AT johncowan publicfeedbackbutpersonalfeedforward AT yichingjeanchiu publicfeedbackbutpersonalfeedforward |