Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536521
Title: Factors that influence the student understanding and experience of feedback : a case study investigating postgraduate student perspectives of feedback in a university business school
Author: Sugden, Gillian Frances
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2011
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Abstract:
This research investigates the experience students have of feedback during their postgraduate studies and their understanding of the term feedback. A very broad definition of the term is adopted: any information that can be obtained from the variety of sources available to a student which is understood and received by that student, aids learning and performance, and provides opportunities for improvement and development of learning. This interpretation of the term has drawn principally on the views of Black and Wiliam (1998) and Perrenoud (1998) but also Sadler (1989), Hattie and Timperley (2007) and Shute (2007). The research is case study based, involving full-time postgraduate students in a new university business school. Whilst the emphasis in the literature on feedback is feedback on assignment work, usually in written format, other factors, both positive and negative, play a role its success. The study explored whether students made use of a range of feedback methods and whether there were additional factors that affected an individual student's ability to receive feedback available to him/her. Primary data was collected through a review of pertinent documentation at both School and University level, semi-structured interviews, and the use of a questionnaire to both verify themes emerging from the interviews, and enable triangulation of the data. A literature review carried out prior to the interviews was used for developing interview questions. The genesis of the study was in personal observations that there were issues relating to the ways in which students responded to feedback on learning on one year masters' courses. Factors that warranted investigation included the methods of feedback provision and possible over-dependence on written feedback, the diverse student mix, and the possible influence of the academic calendar. The findings from the study indicate that aside from organizational constraints there are improvements that could be made at a local level which would benefit the students' learning experience, principally revision to the induction sessions which include emphasis on both the standard of work expected on a Masters' course and methods students can use to provide feedback. An optimum solution would involve a complete review of the way in which modules are delivered, with the aim of improving student skill levels and self-regulation by placing a greater emphasis on student rather than lecturer input.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536521  DOI: Not available
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