Negotiating and Nurturing: Challenging Staff and Student Perspectives of Academic Writing

Bell, Rebecca

doi:10.1007/978-0-230-36505-6_12

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…Secondly, the question might be asked whether one instance of feedback can be expected to result in a measurable improvement in performance in something as complex as an essay assignment, in particular if the feedback is given not for a draft version of the final marked assignment but for a separate (though similar in format) assignment. Bell (2011) pointed out that scientific writing is a skill that has to be developed and practiced over a long time. Thirdly, the low stakes assignment considered in this study consisted of only one essay and the general topic was known to the students beforehand.…”

Section: Discussionmentioning

confidence: 99%

Audio Feedback – Better Feedback?

Voelkel

Mello

2014

Bioscience Education

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National Student Survey (NSS) results show that many students are dissatisfied with the amount and quality of feedback they get for their work. This study reports on two case studies in which we tried to address these issues by introducing audio feedback to one undergraduate (UG) and one postgraduate (PG) class, respectively. In case study one audio feedback was given to half of the UG class whereas the other half received written feedback for a low stake (10%) exam style essay. In case study two audio feedback only was given to the PG class for a purely formative assignment which formed the basis for a final, summative piece of work. In both studies, audio feedback was received favourably as students found it clear, detailed and personal. A comparison between audio and written feedback (case study one) indicated that audio feedback left students more satisfied and provided more explanatory as well as motivational comments than written feedback. Generating audio feedback proved to be significantly more time consuming (by five minutes per script) than written feedback, but was more efficient in the sense that it produced nearly 10 times as much and higher quality feedback per unit of time. However, neither form of feedback led to an increase in students' subsequent performance in a final, summative exam essay. We conclude that audio feedback is better feedback in terms of student experience but it is still unclear if audio feedback can lead to higher attainment than other forms of feedback.

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Section: Discussionmentioning

confidence: 99%

Audio Feedback – Better Feedback?

Voelkel

Mello

2014

Bioscience Education

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“…According to Bell (2011), students perceive LD as being a separate provision independent from their course and assessment regimes. However, for LD centres also providing English language assessment and teaching, this view may be blurred, especially following the recent changes to UK Border Agency (UKBA, 2011) regulations on English proficiency for international students.…”

Section: Sociocultural Relevancementioning

confidence: 99%

Promoting Learning Development as an Academic Discipline

Samuels

2013

jldhe

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Over the past 10 years, Learning Development has become an established practice in many UK universities. Whilst this practice is generally understood and valued by students, its associated epistemology and community of practice is generally not perceived as an academic discipline in its own right by other academics, managers or policy makers. Recently, there has been a move within the Learning Development community to address the challenge of enabling it to discover its Ã¢â¬Ëvoice' as a discipline within the conversation of disciplines. In addition, the current economic climate makes it desirable for the Learning Development community to organise and promote itself as a research-informed discipline so that its professional practice will not be over-embedded or absorbed within faculties to the detriment of students.Firstly, we consider the current level of maturity of the practice of Learning Development in the UK. Secondly, we explore ways in which the Learning Development community might move forward by considering three case studies of disciplinarity: two external to Learning Development, namely Communications Theory and Educational Development; and one internal to it, namely Mathematics Support. Thirdly, with reference to data provided at a workshop on this subject, we apply relevant approaches identified in these case studies to Learning Development. Finally, Learning Development's progress towards the status of a discipline is discussed in comparison with the other case studies.

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Negotiating and Nurturing: Challenging Staff and Student Perspectives of Academic Writing

Cited by 2 publications

References 4 publications

Audio Feedback – Better Feedback?

Audio Feedback – Better Feedback?

Promoting Learning Development as an Academic Discipline

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