Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

Gleaves, Alan; Walker, Caroline; Grey, John

doi:10.1080/02602930701292761

Cited by 41 publications

(27 citation statements)

References 22 publications

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“…This diverse category included interventions such as keeping a reflective feedback diary (Gleaves, Walker, & Grey, 2008), incorporating space into feedback pro formas for learners to add reflection (Quinton & Smallbone, 2010), and providing feedback only to learners who request it (Jones & Gorra, 2013). Note that some of these would fit within one of our four post hoc clusters previously described, but none fit any specific category of intervention components.…”

Section: Othermentioning

confidence: 99%

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Winstone

Nash

Parker

et al. 2016

Educational Psychologist

474

308

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Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions.

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Section: Othermentioning

confidence: 99%

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Winstone

Nash

Parker

et al. 2016

Educational Psychologist

474

308

View full text Add to dashboard Cite

show abstract

“…Higgins et al 2002). Nevertheless, it is clear that grades and the accompanying narrative feedback can influence students' sense of worth (Gleaves et al 2008) and, in turn, their likelihood of engaging.…”

Section: Bmentioning

confidence: 99%

“…Students frequently report frustration about the transferability of feedback to future work (Gleaves, Walker, and Grey 2008), and this frustration can drive 'behavioural disengagement' (Handley, Price and Millar 2011, 553). Participants' sense of disempowerment here seemed also to stem from the modular structure common to many degree courses, whereby individual assignments are perceived as unrelated.…”

Section: Students' Agency To Implement Strategies For Using Feedbackmentioning

confidence: 99%

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

Winstone

Nash

Rowntree

et al. 2016

Studies in Higher Education

245

158

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For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require-or would at least benefit froma sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.

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“…Learners indicated that they considered online LJs generally easy-to-use and useful. Gleaves et al (2007Gleaves et al ( , 2008 found that learners using online learning tools generated more entries and were more willing to engage in reflection than participants who used paper-based journals (Caruso et al 2016). Online LJs can be accessed location-independent, stored securely, easily accessed by multiple people, include different media (for example photos (Mauroux et al 2015) or videos (Motta et al 2013), and offer reflection prompts to guide learning processes (Kicken et al 2009).…”

Section: Learning Journals: From Paper-and-pencil To Online Formatsmentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

Cited by 41 publications

References 22 publications

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

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