Exploring the existence of motivational and cognitive variables affecting the perspectives and internalization of instructor-given feedback
Regardless of instructional approach and educational epistemology, feedback is widely considered an essential facet of information processing and knowledge transfer. The inherent purpose of the following study is to explore the effects that student and teacher perspectives have on the expectations,...
| Summary: | Regardless of instructional approach and educational epistemology, feedback is widely considered an essential facet of information processing and knowledge transfer. The inherent purpose of the following study is to explore the effects that student and teacher perspectives have on the expectations, understanding, processing, prescription and adoption of instructor feedback. Interviews, and focus groups with 32 undergraduates, graduates and instructors in an Education department at Concordia University, depict both intersecting and divergent assumptions and trends regarding feedback. Results are discussed in light of applications of motivation and cognitive theories to student-centered instructional approaches. |
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