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Feedback in higher and professional education : understanding it and doing it well / edited by David Boud and Elizabeth Molloy.

Contributor(s): Boud, David [editor of compilation.] | Molloy, Elizabeth [editor of compilation.]Material type: TextTextPublisher: London : Routledge, 2013Description: ix, 229 pages : illustrations (black and white)ISBN: 9780203074336 (ebook) :Subject(s): Communication in education | Motivation in education | Feedback (Psychology) | Education, Higher | Professional education | Education | EducationDDC classification: 371.1'022 Online access: Open e-book
Contents:
Cover; Title; Copyright; Contents; Acknowledgements; Contributors; 1 What is the problem with feedback?; 2 Changing conceptions of feedback; 3 Resituating feedback from the reactive to the proactive; 4 The impact of emotions in feedback; 5 Socio-cultural considerations in feedback; 6 Trust and its role in facilitating dialogic feedback; 7 Written feedback What is it good for and how can we do it well?; 8 Feedback in the digital environment; 9 Feedback in clinical procedural skills simulations; 10 Implementing multisource feedback; 11 The role of peers in feedback processes 12 Utilising the voice of others The example of consumer-delivered feedback13 Decision-making for feedback; Index
Summary: Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. This title explores what needs to be done to make feedback more effective.
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E-book E-book Electronic publication Electronic publication 371.1022 (Browse shelf(Opens below)) Available
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Includes bibliographical references and index.

Cover; Title; Copyright; Contents; Acknowledgements; Contributors; 1 What is the problem with feedback?; 2 Changing conceptions of feedback; 3 Resituating feedback from the reactive to the proactive; 4 The impact of emotions in feedback; 5 Socio-cultural considerations in feedback; 6 Trust and its role in facilitating dialogic feedback; 7 Written feedback What is it good for and how can we do it well?; 8 Feedback in the digital environment; 9 Feedback in clinical procedural skills simulations; 10 Implementing multisource feedback; 11 The role of peers in feedback processes
12 Utilising the voice of others The example of consumer-delivered feedback13 Decision-making for feedback; Index

Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. This title explores what needs to be done to make feedback more effective.

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