1,110
Views
6
CrossRef citations to date
0
Altmetric
Articles

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources

, , , &

References

  • Bandura, A. 1986. Social Foundation of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Beaumont, C., M. O’Doherty, and L. Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–687.10.1080/03075071003731135
  • Biggs, J., and C. Tang. 2011. Teaching for Quality Learning at University. 4th ed. Maidenhead: Open University Press.
  • Boud, D., and E. Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712.
  • Brockbank, A., and I. McGill. 2007. Facilitating Reflective Learning in Higher Education. 2nd ed. Maidenhead: Open University Press.
  • Butler, D. L., and P. H. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–281.10.3102/00346543065003245
  • Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 395–407.10.1080/03075071003642449
  • Cassidy, S. 2011. “Self-Regulated Learning in Higher Education: Identifying Key Component Processes.” Studies in Higher Education 36 (8): 989–1000.10.1080/03075079.2010.503269
  • Clark, I. 2012. “Formative Assessment: Assessment is for Self-Regulated Learning.” Educational Psychology Review 24 (2): 205–249.10.1007/s10648-011-9191-6
  • Entwistle, N. J., and V. McCune. 2009. “The Disposition to Understand for Oneself at University and beyond: Learning Processes, the Will to Learn, and Sensitivity to Context.” In Perspectives on the Nature of Intellectual Styles, edited by L. F. Zhang and J. Sternberg, 29–62. New York, NY: Springer.
  • Fukkink, R. G., N. Trienekens, and L. J. C. Kramer. 2011. “Video Feedback in Education and Training: Putting Learning in the Picture.” Educational Psychology Review 23: 45–63.10.1007/s10648-010-9144-5
  • Garrison, D. R., and N. D. Vaughan. 2008. Blended Learning in Higher Education: Framework, Principles and Guidelines. San Francisco, CA: Wiley.
  • Gibbs, G., and C. Simpson. 2004. “Conditions under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1 (1): 3–31.
  • Hattie, J., and H. Timperly. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112.10.3102/003465430298487
  • Higgins, R., P. Hartley, and A. Skelton. 2001. “Getting the Message across: The Problem of Communicating Assessment Feedback.” Teaching in Higher Education 6 (2): 269–274.10.1080/13562510120045230
  • Higgins, R., P. Hartley, and A. Skelton. 2002. “The Conscientious Consumer: Reconsidering the Role of Assessment Feedback in Student Learning.” Studies in Higher Education 27 (1): 53–64.10.1080/03075070120099368
  • Hoskins, S. L., and S. E. Newstead. 2009. “Encouraging Student Motivation.” In A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice. 3rd ed., edited by H. Fry, S. Ketteridge, and S. Marshall, 27–39. New York, NY: Routledge.
  • Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
  • Leger, L. A., and K. Sirichand. 2015. “Training in Literature Review and Associated Skills.” Journal of Applied Research in Higher Education 7 (2): 258–274.10.1108/JARHE-01-2014-0008
  • Machemer, P. L., and P. Crawford. 2007. “Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom.” Active Learning in Higher Education 8 (1): 9–30.10.1177/1469787407074008
  • Mager, R. F. 1991. Preparing Instructional Objectives. 2nd ed. London: Kogan Page.
  • McLeod, G. 2003. “Learning Theory and Instructional Design.” Learning Matters 2: 35–53.
  • Murphy, K., and S. Barry. 2015. “Feed-Forward: Students Gaining More from Assessment via Deeper Engagement in Video-Recorded Presentations.” Assessment & Evaluation in Higher Education. doi:10.1080/02602938.2014.996206.
  • Nicol, D. J., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218.10.1080/03075070600572090
  • Njenga, J. K., and L. C. Fourie. 2010. “The Myths about E-Learning in Higher Education.” British Journal of Educational Technology 41 (2): 199–212.10.1111/bjet.2010.41.issue-2
  • Price, M., K. Handley, J. Millar, and B. O’Donovan. 2010. “Feedback: All That Effort, but What is the Effect?” Assessment & Evaluation in Higher Education 35 (2): 277–289.
  • Ryan, R. M., and E. L. Deci. 2000. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55: 68–78.10.1037/0003-066X.55.1.68
  • Sadler, D. R. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550.
  • Scaife, J., and J. Wellington. 2010. “Varying Perspectives and Practices in Formative and Diagnostic Assessment: A Case Study.” Journal of Education for Teaching 36 (2): 137–151.10.1080/02607471003651656
  • Shute, V. J. 2008. “Focus on Formative Feedback.” Review of Educational Research 78 (1): 153–189.10.3102/0034654307313795
  • Sloman, J., and C. Mitchell. 2013. “Lectures.” In The Handbook for Economics Lecturers, edited by P. Davies. The Economics Network, University of Bristol. www.economicsnetwork.ac.uk/handbook.
  • Tennyson, R. D. 2010. “Historical Reflection on Learning Theories and Instructional Design.” Contemporary Educational Technology 1 (1): 1–16.
  • Woodrow, L. 2006. “Anxiety and Speaking English as a Second Language.” RELC Journal 37 (3): 308–328.
  • Zimmerman, B. J. 2005. “Attaining Self-Regulation: A Social Cognitive Perspective.” In Handbook of Self-Regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–35. San Diego, CA: Academic Press.
  • Zimmerman, B. J., and A. R. Moylan. 2009. “Self-Regulation: Where Metacognition and Motivation Intersect.” In Handbook of Metacognition in Education, edited by D. J. Hacker, J. Dunlosky, and A. C. Graesser, 299–316. New York, NY: Routledge.
  • Zimmerman, B. J., and D. H. Schunk, eds. 2011. Handbook of Self-Regulation of Learning and Performance. Educational Psychology Handbook Series. New York, NY: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.