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D. Nichol, K. Mulholland, A. Anderson, S. Taylor & J. Davies. (2023) ‘How was it for you?’ The impacts of student-staff partnerships in developing online teaching and learning. Journal of Further and Higher Education 47:9, pages 1276-1287.
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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Jackie Tuck. (2023) Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Joanna Tai, Margaret Bearman, Karen Gravett & Elizabeth Molloy. (2023) Exploring the notion of teacher feedback literacies through the theory of practice architectures. Assessment & Evaluation in Higher Education 48:2, pages 201-213.
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Karen Mountain, Wilma Teviotdale, Jonathan Duxbury & Jenny Oldroyd. (2023) Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development. Accounting Education 32:1, pages 34-60.
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Ying Zhan. (2023) Beyond technology: factors influencing the effects of teachers’ audio feedback on students’ project-based learning. Technology, Pedagogy and Education 32:1, pages 91-103.
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Articles from other publishers (10)
Lanqin Zheng, Yunchao Fan, Bodong Chen, Zichen Huang, LeiGao & Miaolang Long. (2023) An AI-enabled feedback-feedforward approach to promoting online collaborative learning. Education and Information Technologies.
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Liyin Zhang, Mian Wu & Fan Ouyang. (2023) The design and implementation of a teaching and learning analytics tool in a face-to-face, small-sized course in China’s higher education. Education and Information Technologies.
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Francesco Screti. (2023) Using Google Docs for guided Academic Writing assessments: students’ perspectives. Language Learning in Higher Education 13:1, pages 153-174.
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Rebekah Carter, Lucie M. Ramjan, Nathan J. Wilson, Paul Glew, Yenna Salamonson & Elizabeth Halcomb. (2023) “It keeps me on track”: Undergraduate nursing students’ experiences of using annotated exemplars—A qualitative study. Teaching and Learning in Nursing 18:2, pages 286-292.
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Sandra Baroudi, Serena Aoun & Doaa Hamam. (2023) Using feedforward to improve pre-service teachers’ academic writing and critical thinking skills. Frontiers in Education 8.
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Caroline Elbra-Ramsay. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Nagham Saeed & Fehmida Mohamedali. (2022) A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach. Education Sciences 12:1, pages 56.
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Caroline Elbra-Ramsay. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Dai Hounsell. 2021. Online Postgraduate Education in a Postdigital World. Online Postgraduate Education in a Postdigital World
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Susanne Voelkel, Tunde Varga‐Atkins & Luciane V. Mello. (2020) Students tell us what good written feedback looks like. FEBS Open Bio 10:5, pages 692-706.
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