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首页> 外文期刊>Journal of Pedagogical Research >Student autonomy of feedback format in higher education and perceived functional behaviours for academic development
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Student autonomy of feedback format in higher education and perceived functional behaviours for academic development

机译：高等教育中反馈格式的学生自主性，以及学术发展的功能行为

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In 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.
机译：在目前促进主动学习和提高高等教育中的学生参与的背景下，研究了基于教学的设计和因素，这有助于围绕学术评估反馈的互动和使用的功能行为。然而，很少有研究考虑过学生自主的感知对反馈格式的影响，以及这是否促进了参与和学术发展。在本研究中，我们在本科教育计划（一直实施学生反馈选择）上招募了5级和6名学生（n = 38），以参与初始自我报告和随后的焦点小组（'软三角测量'）。调查结果揭示了三个核心主题：[1]个性化 - （a）自主/受累的感觉，（b）参与和（c）动机，[2]透明度 - （d）深度和细节，以及[3]发展领域。总体而言，这些调查结果表明反馈类型 - 以及选择的固有选项 - 对学术参与和发展具有功能影响。我们讨论了这些调查结果，与学校的自主权有关，学生如何以及当学生参与反馈的差异，以及学术清晰度的要求以及提供支持学术发展的格式的差异。

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