Pub Date : 2021-01-01DOI: 10.1080/23752696.2021.1904432
P. Martinez-Vazquez
ABSTRACT This paper proposes a model to re-balance assessment schedules through the quantification of students’ workload. The initiative derives from the migration of a term-based to a semester-based calendar in a HE institution. The change required scrutiny of former and new assessment calendars which highlighted deficiencies in the administration of engineering courses, such as the uneven distribution of assignments during the academic year. The model and its application derived recommendations to achieve a better balance of workloads, past reflection on nexus between students learning experience and the outcome of mechanisms to evaluate the quality of education.
{"title":"Re-balancing of assessment methods derived from semesterisation","authors":"P. Martinez-Vazquez","doi":"10.1080/23752696.2021.1904432","DOIUrl":"https://doi.org/10.1080/23752696.2021.1904432","url":null,"abstract":"ABSTRACT This paper proposes a model to re-balance assessment schedules through the quantification of students’ workload. The initiative derives from the migration of a term-based to a semester-based calendar in a HE institution. The change required scrutiny of former and new assessment calendars which highlighted deficiencies in the administration of engineering courses, such as the uneven distribution of assignments during the academic year. The model and its application derived recommendations to achieve a better balance of workloads, past reflection on nexus between students learning experience and the outcome of mechanisms to evaluate the quality of education.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"100 - 113"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1904432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47457165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1816845
T. Drysdale, S. Kelley, A. Scott, Victoria Dishon, Andrew J. Weightman, Richard J. Lewis, Stephen Watts
ABSTRACT Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and real-synchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work.
{"title":"Opinion piece: non-traditional practical work for traditional campuses","authors":"T. Drysdale, S. Kelley, A. Scott, Victoria Dishon, Andrew J. Weightman, Richard J. Lewis, Stephen Watts","doi":"10.1080/23752696.2020.1816845","DOIUrl":"https://doi.org/10.1080/23752696.2020.1816845","url":null,"abstract":"ABSTRACT Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and real-synchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"210 - 222"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1816845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1820887
Camila Devis-Rozental, L. Farquharson
ABSTRACT This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students’ socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer’s knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students’ SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted.
{"title":"What influences students in their development of socio-emotional intelligence whilst at university?","authors":"Camila Devis-Rozental, L. Farquharson","doi":"10.1080/23752696.2020.1820887","DOIUrl":"https://doi.org/10.1080/23752696.2020.1820887","url":null,"abstract":"ABSTRACT This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students’ socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer’s knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students’ SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"294 - 309"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1820887","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45502009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1847159
R. Strachan, Opeyemi Dele-Ajayi, J. Stonehouse, S. Logan, Tim Poolan, Linda Blakelock, R. Bell
ABSTRACT The UK construction sector is not diverse and is reputed to be dangerous, dirty, physically demanding and non-professional. Young people often regard construction jobs as a last resort. Yet there is a growing skills shortage that needs to attract greater diversity of applicants. The aim of the BRIDGE (Building Routes Into Degrees with Greater Equality) project was to improve the number and diversity of entrants to professional construction higher education programmes. An in-depth assessment of the current situation informed a theory of change, and identified seven interrelated themes to tackle this. This case study is focused on the recruitment theme. Using action research, imagery/wording used in student recruitment was updated and staff undertook equality, diversity and inclusion training. The findings demonstrate the positive effective of these interventions. For example, on one target programme, the percentage of female students increased from 8% in 2016 to 23% in 2017.
{"title":"Lets diversify by changing culture and challenging stereotypes: a case study from professional construction higher education programmes","authors":"R. Strachan, Opeyemi Dele-Ajayi, J. Stonehouse, S. Logan, Tim Poolan, Linda Blakelock, R. Bell","doi":"10.1080/23752696.2020.1847159","DOIUrl":"https://doi.org/10.1080/23752696.2020.1847159","url":null,"abstract":"ABSTRACT The UK construction sector is not diverse and is reputed to be dangerous, dirty, physically demanding and non-professional. Young people often regard construction jobs as a last resort. Yet there is a growing skills shortage that needs to attract greater diversity of applicants. The aim of the BRIDGE (Building Routes Into Degrees with Greater Equality) project was to improve the number and diversity of entrants to professional construction higher education programmes. An in-depth assessment of the current situation informed a theory of change, and identified seven interrelated themes to tackle this. This case study is focused on the recruitment theme. Using action research, imagery/wording used in student recruitment was updated and staff undertook equality, diversity and inclusion training. The findings demonstrate the positive effective of these interventions. For example, on one target programme, the percentage of female students increased from 8% in 2016 to 23% in 2017.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"327 - 339"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1847159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45965841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1771610
G. Knight, T. Drysdale
ABSTRACT Graduates are entering a sociotechnological world, with teaching and assessment needing to reflect that, by shifting from a ‘recall-on-paper’ to ‘do-it-for-real’. With increasing student numbers, it is not feasible to have staff-student ratios and round-the-clock availability required to provide instant feedback and ever-more interactive teaching sessions, so digital solutions are the only option. There is already growing comfort with using computers in formal assessment; however, more work is required to extend beyond performance indicators enabling digital assessments, to addressing how students apply their learning to relevant work-based scenarios. This opinion piece discusses the issues HE currently face to ensure students develop the employability skills that equip them to be proficient in the skills directly related to their degree subject but also transferable to other graduate careers. It raises possible solutions to current technological problems in developing more computer-based assessment, to enable academics to design assessments that develop the capabilities students need.
{"title":"The future of higher education (HE) hangs on innovating our assessment – but are we ready, willing and able?","authors":"G. Knight, T. Drysdale","doi":"10.1080/23752696.2020.1771610","DOIUrl":"https://doi.org/10.1080/23752696.2020.1771610","url":null,"abstract":"ABSTRACT Graduates are entering a sociotechnological world, with teaching and assessment needing to reflect that, by shifting from a ‘recall-on-paper’ to ‘do-it-for-real’. With increasing student numbers, it is not feasible to have staff-student ratios and round-the-clock availability required to provide instant feedback and ever-more interactive teaching sessions, so digital solutions are the only option. There is already growing comfort with using computers in formal assessment; however, more work is required to extend beyond performance indicators enabling digital assessments, to addressing how students apply their learning to relevant work-based scenarios. This opinion piece discusses the issues HE currently face to ensure students develop the employability skills that equip them to be proficient in the skills directly related to their degree subject but also transferable to other graduate careers. It raises possible solutions to current technological problems in developing more computer-based assessment, to enable academics to design assessments that develop the capabilities students need.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"57 - 60"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1771610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41992815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1816847
C. Bonfield, M. Salter, A. Longmuir, M. Benson, C. Adachi
ABSTRACT This paper, originally written just before the outbreak of COVID-19, will provide a review of Education 4.0 in a select range of UK and international higher education providers and offer an initial discussion of the role and importance of digital personal assistants and online and lifelong learning in delivering world-class learning and teaching. This has been validated through a literature review and four case studies using scenario-planning methodology which draw on real-world examples from the UK (University of Bath), Singapore (Nanyang Technological University) and Australia (Deakin University). What can the sector learn from these pioneers; are there opportunities still to be explored; and what impact might this have on how educators teach and deliver their curriculum in the future?
{"title":"Transformation or evolution?: Education 4.0, teaching and learning in the digital age","authors":"C. Bonfield, M. Salter, A. Longmuir, M. Benson, C. Adachi","doi":"10.1080/23752696.2020.1816847","DOIUrl":"https://doi.org/10.1080/23752696.2020.1816847","url":null,"abstract":"ABSTRACT This paper, originally written just before the outbreak of COVID-19, will provide a review of Education 4.0 in a select range of UK and international higher education providers and offer an initial discussion of the role and importance of digital personal assistants and online and lifelong learning in delivering world-class learning and teaching. This has been validated through a literature review and four case studies using scenario-planning methodology which draw on real-world examples from the UK (University of Bath), Singapore (Nanyang Technological University) and Australia (Deakin University). What can the sector learn from these pioneers; are there opportunities still to be explored; and what impact might this have on how educators teach and deliver their curriculum in the future?","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"223 - 246"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1816847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1816843
Marius Miknis, Ross Davies, Clare Johnson
ABSTRACT This paper explores whether students’ learning outcomes can be improved through the use of self-assessment rubrics. Students on a computer programming module in a Higher Education Institution were required to complete a self-assessment using the same rubric as the assessors. Observing discrepancies between the grades the students were receiving, and the grades the students thought they should be receiving, the lecturers made improvements to the pedagogical approaches taken for some elements of the course by changing the format and focus of classroom activities. This resulted in both improved grades and improved self-regulation by students. The process was facilitated through a system created by the authors of the paper called SAFE (Self-Assessment Feedback and Evaluation Learner Lifecycle), which greatly enhances the learner feedback lifecycle of an assignment. The research corroborates existing studies around the importance of revisiting feedback both for assessor and student.
{"title":"Using rubrics to improve the assessment lifecycle: a case study","authors":"Marius Miknis, Ross Davies, Clare Johnson","doi":"10.1080/23752696.2020.1816843","DOIUrl":"https://doi.org/10.1080/23752696.2020.1816843","url":null,"abstract":"ABSTRACT This paper explores whether students’ learning outcomes can be improved through the use of self-assessment rubrics. Students on a computer programming module in a Higher Education Institution were required to complete a self-assessment using the same rubric as the assessors. Observing discrepancies between the grades the students were receiving, and the grades the students thought they should be receiving, the lecturers made improvements to the pedagogical approaches taken for some elements of the course by changing the format and focus of classroom activities. This resulted in both improved grades and improved self-regulation by students. The process was facilitated through a system created by the authors of the paper called SAFE (Self-Assessment Feedback and Evaluation Learner Lifecycle), which greatly enhances the learner feedback lifecycle of an assignment. The research corroborates existing studies around the importance of revisiting feedback both for assessor and student.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"200 - 209"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1816843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1810096
M. Andrade
ABSTRACT This conceptual article focuses on teaching and learning strategies aimed at helping students in higher education develop cross-crossing skills such as communication, critical thinking, teamwork, problem-solving, and working with diverse others. Within the framework of high impact practices and their elements, the article shares practical ideas for developing and responding to assignments that emphasize cross-crossing skills and measuring associated learning outcomes. The article focuses on developing assignments with an emphasis on designing and structuring team ePortfolios, collaborative projects, peer review tasks, and reflection; responding to assignments with techniques such as rubrics, course communications, and self-regulation strategies; and measuring outcomes to determine the effectiveness of assigned tasks with the goal of informing curricular and pedagogical modifications.
{"title":"Cross-cutting skills: strategies for teaching & learning","authors":"M. Andrade","doi":"10.1080/23752696.2020.1810096","DOIUrl":"https://doi.org/10.1080/23752696.2020.1810096","url":null,"abstract":"ABSTRACT This conceptual article focuses on teaching and learning strategies aimed at helping students in higher education develop cross-crossing skills such as communication, critical thinking, teamwork, problem-solving, and working with diverse others. Within the framework of high impact practices and their elements, the article shares practical ideas for developing and responding to assignments that emphasize cross-crossing skills and measuring associated learning outcomes. The article focuses on developing assignments with an emphasis on designing and structuring team ePortfolios, collaborative projects, peer review tasks, and reflection; responding to assignments with techniques such as rubrics, course communications, and self-regulation strategies; and measuring outcomes to determine the effectiveness of assigned tasks with the goal of informing curricular and pedagogical modifications.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"165 - 181"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1810096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43323806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1788969
Ntimi N. Mtawa, N. Nkhoma
ABSTRACT Universities are criticised for overemphasising instrumental values. Instrumental values are important but universities risks undermining cultivation of humanity, critical consciousness and civic agency. Service-learning (SL) is practice that moves teaching and learning beyond the focus on technical skills and instrumental outcomes. Nonetheless, little is known about this role of SL in African and particularly South Africa context. Using a capability approach (CA) as developed by Amartya Sen and Martha Nussbaum, the article explores the contribution of SL in fostering students’ capabilities for citizenship, conscientization and civic agency. The findings indicate that through SL processes and activities, students develop citizenship capabilities of affiliation and narrative imagination, informed vision, social and collective struggle, and local citizenship but often not in the way the university intended. The paper contributes to the understanding of how SL can expand the conception of teaching and learning and fosters critical social values in the global South context.
{"title":"Service-learning as a higher education pedagogy for advancing citizenship, conscientization and civic agency: a capability informed view","authors":"Ntimi N. Mtawa, N. Nkhoma","doi":"10.1080/23752696.2020.1788969","DOIUrl":"https://doi.org/10.1080/23752696.2020.1788969","url":null,"abstract":"ABSTRACT Universities are criticised for overemphasising instrumental values. Instrumental values are important but universities risks undermining cultivation of humanity, critical consciousness and civic agency. Service-learning (SL) is practice that moves teaching and learning beyond the focus on technical skills and instrumental outcomes. Nonetheless, little is known about this role of SL in African and particularly South Africa context. Using a capability approach (CA) as developed by Amartya Sen and Martha Nussbaum, the article explores the contribution of SL in fostering students’ capabilities for citizenship, conscientization and civic agency. The findings indicate that through SL processes and activities, students develop citizenship capabilities of affiliation and narrative imagination, informed vision, social and collective struggle, and local citizenship but often not in the way the university intended. The paper contributes to the understanding of how SL can expand the conception of teaching and learning and fosters critical social values in the global South context.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"110 - 131"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1788969","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47565920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1080/23752696.2019.1710550
R. Selwyn, I. Renaud-Assemat
ABSTRACT Technical writing skills are vital to professional engineers, but many engineering students find them difficult to master. This paper presents a case study carried out among ~300 first and second year engineering students who had little previous experience in technical writing. The aim was to support them to write better technical reports. Students were asked to write an 800-word report following an experimental laboratory and to include written reflection on their work. This improved writing skills (as measured by mark awarded and by questionnaires completed by students before and after the activity) by encouraging self-regulation and had the additional benefit that students were more satisfied with and engaged with the feedback they received on their work.
{"title":"Developing technical report writing skills in first and second year engineering students: a case study using self-reflection","authors":"R. Selwyn, I. Renaud-Assemat","doi":"10.1080/23752696.2019.1710550","DOIUrl":"https://doi.org/10.1080/23752696.2019.1710550","url":null,"abstract":"ABSTRACT Technical writing skills are vital to professional engineers, but many engineering students find them difficult to master. This paper presents a case study carried out among ~300 first and second year engineering students who had little previous experience in technical writing. The aim was to support them to write better technical reports. Students were asked to write an 800-word report following an experimental laboratory and to include written reflection on their work. This improved writing skills (as measured by mark awarded and by questionnaires completed by students before and after the activity) by encouraging self-regulation and had the additional benefit that students were more satisfied with and engaged with the feedback they received on their work.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"5 1","pages":"19 - 29"},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1710550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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