a b s t r a c tThis paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide.
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as important aspect. We investigate the link between the nature of students' feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students' products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback. Regarding the different tools that were used, these concrete suggestions were more often produced in the Annotation system than in the Blackboard discussion forum, the latter showing more evaluative forms of feedback. We also found significant relationships between elements of both the nature and the reception of feedback on the one hand, and the use of this feedback by the receiver on the other hand. * Title Page --anything identifying the author should be on this page.
AbstractThis article focuses on the use of online interactive peer feedback in higher education
A model of work-related learning based on intentionality and developmental relatedness is proposed here. A shift is called for from an educational perspective on work-related learning to a noneducational perspective in which learning is construed as largely implicit and spontaneous. That is, work-related learning can happen both deliberately and spontaneously as direct or indirect result of work-related interactions. Work-related learning often occurs in messy real-life situations, is influenced by various power and social relations, and results in individual learning
The broad aims of this study are to gain insight into employees' on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and employees can benefit from an awareness of employees'on-the-job learning styles, by developing an adaptive flexibility in the use of on-the-job learning strategies.
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