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Student Metacognitive Responses to Feedback : = A Multiple Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Student Metacognitive Responses to Feedback :/
其他題名:	A Multiple Case Study.
作者:	DeMello, Kate.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355160536

Student Metacognitive Responses to Feedback : = A Multiple Case Study.
DeMello, Kate.

Student Metacognitive Responses to Feedback :A Multiple Case Study. - 1 online resource (149 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their submissions. The specific problem was that students often lack the metacognitive regulatory skills to implement the feedback they receive. Subjects for this study were a sample of instructors at a private Bible college who provide quality feedback on written work and their undergraduate students. This qualitative multiple case study approach examined student's perceptions of feedback from instructors on written drafts through think-aloud sessions. Student revisions of their drafts following feedback were compared to previous drafts using document analysis. Finally, semi-structured interviews took place to investigate how undergraduate students perceive, self-regulate, and respond to feed up, feed forward, and feed back from their instructors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355160536Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Student Metacognitive Responses to Feedback : = A Multiple Case Study.
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520 $a This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their submissions. The specific problem was that students often lack the metacognitive regulatory skills to implement the feedback they receive. Subjects for this study were a sample of instructors at a private Bible college who provide quality feedback on written work and their undergraduate students. This qualitative multiple case study approach examined student's perceptions of feedback from instructors on written drafts through think-aloud sessions. Student revisions of their drafts following feedback were compared to previous drafts using document analysis. Finally, semi-structured interviews took place to investigate how undergraduate students perceive, self-regulate, and respond to feed up, feed forward, and feed back from their instructors.
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