Garth Stahl, Glenys Oberg, Kirsten Fairbairn, Kate McLay, Christy Noble, Martin Sale, Allison Mandrusiak, Stephanie MacMahon, Wendy Findlay, Sobia Zafar
{"title":"调查高等教育中同伴主导的异步数字中介反馈的发展情况：三项案例研究","authors":"Garth Stahl, Glenys Oberg, Kirsten Fairbairn, Kate McLay, Christy Noble, Martin Sale, Allison Mandrusiak, Stephanie MacMahon, Wendy Findlay, Sobia Zafar","doi":"10.1080/14623943.2024.2372882","DOIUrl":null,"url":null,"abstract":"Research on feedback literacy continues to highlight how students deliver, receive and act upon feedback and how performing these actions inform how they learn. Feedback literacy, as a multidimensi...","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies\",\"authors\":\"Garth Stahl, Glenys Oberg, Kirsten Fairbairn, Kate McLay, Christy Noble, Martin Sale, Allison Mandrusiak, Stephanie MacMahon, Wendy Findlay, Sobia Zafar\",\"doi\":\"10.1080/14623943.2024.2372882\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research on feedback literacy continues to highlight how students deliver, receive and act upon feedback and how performing these actions inform how they learn. Feedback literacy, as a multidimensi...\",\"PeriodicalId\":51594,\"journal\":{\"name\":\"Reflective Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-07-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reflective Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14623943.2024.2372882\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reflective Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14623943.2024.2372882","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies
Research on feedback literacy continues to highlight how students deliver, receive and act upon feedback and how performing these actions inform how they learn. Feedback literacy, as a multidimensi...
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