1,933
Views
27
CrossRef citations to date
0
Altmetric
Articles

Exploring students' perceptions of feedback in relation to cognitive styles and culture

&
Pages 171-190 | Published online: 20 Apr 2011

References

  • Allinson , C.W. and Hayes , J. 1996 . The Cognitive Styles Index: A measure of intuition‐analysis for organisational research . Journal of Management Studies , 33 ( 1 ) : 119 – 35 .
  • Allinson , C.W. and Hayes , J. 2000 . Cross national differences in cognitive style: Implications for management . International Journal of Human Resource Management , 11 : 161 – 70 .
  • Angelo , T. 1996 . Transforming assessment: High standards for higher learning . AAHE Bulletin , 48 ( 8 ) : 3 – 4 .
  • Bartram , B. 2008 . Supporting international students in higher education: Constructions, cultures and clashes . Teaching in Higher Education , 13 ( 6 ) : 657 – 68 .
  • Blazhenkova , O. and Kozhevnikov , M. Forthcoming . “ Intellectual styles in members of different professions ” . In The handbook of intellectual styles Edited by: Zhang , L.F. , Sternberg , R.J. and Rayner , S.
  • Boud , D. and Falchikov , N. , eds. 2007 . Rethinking assessment in higher education: Learning for the longer term , Oxon : Routledge .
  • Braun , V. and Clarke , V. 2006 . Using thematic analysis in psychology . Qualitative Research in Psychology , 3 ( 2 ) : 77 – 101 .
  • Burke , D. 2009 . Strategies for using feedback students bring to higher education . Assessment and Evaluation in Higher Education , 34 ( 1 ) : 41 – 50 .
  • Campbell , J. , Smith , D. , Boulton‐Lewis , G. , Brownlee , J. , Burnett , P.C. , Carrington , S. and Purdie , N. 2001 . Students' perceptions of teaching and learning: The influence of students' approaches to learning and teachers' approaches to teaching . Teachers and Teaching: Theory and Practice , 7 ( 2 ) : 173 – 87 .
  • Carless , D. 2006 . Differing perceptions in the feedback process . Studies in Higher Education , 31 : 219 – 33 .
  • Carrington , S. and Saggers , B. 2008 . Service‐learning informing the development of an inclusive ethical framework for beginning teachers . Teaching and Teacher Education , 24 ( 3 ) : 795 – 806 .
  • Carrington , S. and Selva , G. 2010 . Critical social theory and transformative learning: Evidence in pre‐service teachers' service‐learning reflection logs . Higher Education Research and Development , 29 ( 1 ) : 45 – 57 .
  • Chalmers , D. and Volet , S. 1997 . Common misconceptions about students from South‐East Asia studying in Australia . Higher Education Research and Development , 16 : 87 – 99 .
  • Cheng , L. and Wang , H. 2004 . Understanding professional challenges faced by Chinese teachers of English . Teaching English as a Second or Foreign Language (TESL‐EJ) , 7 ( 4 ) http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej28/a2.html (accessed January 7, 2010)
  • Coffield , F. , Moseley , D. , Hall , E. and Ecclestone , K. 2004 . Learning styles and pedagogy in post‐16 learning: A systematic and critical review , London : Learning and Skills Research Centre, LSDA .
  • Crisp , B.R. 2007 . Is it worth the effort? How feedback influences students' subsequent submission of assessable work . Assessment and Evaluation in Higher Education , 32 : 571 – 81 .
  • Draper , S.W. 2009 . What are learners actually regulating when given feedback? . British Journal of Educational Technology , 40 : 306 – 15 .
  • Ellery , K. 2008 . Assessment for learning: A case study using feedback effectively in an essay‐style test . Assessment and Evaluation in Higher Education , 33 : 421 – 29 .
  • Entwistle , N.J. and Peterson , E.R. 2004 . Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments . International Journal of Educational Research , 41 : 407 – 28 .
  • Epstein , S. , Pacini , R. , Denes‐Raj , V. and Heier , H. 1996 . Individual differences in intuitive‐experiential and analytical–rational thinking styles . Journal of Personality and Social Psychology , 71 : 390 – 405 .
  • Evans , C. 2003 . “ The relationship between the cognitive style(s) and preferred teacher style(s) of PGCE students ” . University of Durham . Unpublished EdD thesis
  • Evans , C. 2004 . Exploring the relationship between cognitive style and teaching . Educational Psychology , 24 : 509 – 31 .
  • Evans , C. Facilitators and barriers in training to teach . Paper presented at the proceedings of Society for Research into Higher Education Annual Research Conference . December 14–16 , Newport, South Wales.
  • Evans , C. and Waring , M. 2006 . Towards inclusive teacher education: Sensitising individuals to how they learn . Educational Psychology , 6 : 499 – 518 .
  • Evans , C. and Waring , M. How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom . Paper presented at the Asia Pacific Educational Research Association Conference ‘Educational Innovation and Quality in Education: Policy and Pedagogical Engagement across Contexts’ . November 26–28 , Singapore.
  • Evans , C. and Waring , M. 2009 . “ The place of cognitive style in pedagogy: Realising potential in practice ” . In Perspectives on intellectual styles , Edited by: Zhang , L.F. and Sternberg , R.J. 169 – 208 . New York : Springer .
  • Evans , C. and Waring , M. 2011a . “ Enhancing feedback practice: A personal learning styles pedagogy approach ” . In Style differences in cognition, learning, and management: Theory, research and practice , Edited by: Rayner , S. and Cools , E. 188 – 203 . New York : Routledge .
  • Evans , C. and Waring , M. 2011b, in press . Student teacher assessment feedback preferences: The influence of cognitive styles and gender . Learning and Individual Differences Journal ,
  • Evans , C. and Waring , M. 2011c, in press . “ Application of styles in educational instruction and assessment ” . In The handbook of intellectual styles Edited by: Zhang , L.F. , Sternberg , R.J. and Rayner , S.
  • Fearn , H. 2009 . Small places win big smiles as overall satisfaction falls . Times Higher Education , 1 : 909 – 10 .
  • Gibbs , G. and Simpson , C. 2004 . Conditions under which assessment supports students' learning . Learning and Teaching in Higher Education , 1 : 3 – 31 .
  • Goode , J. 2007 . Empowering or disempowering the international Ph.D. student: Constructions of the dependent and independent learner . British Journal of Sociology of Education , 28 ( 5 ) : 598 – 603 .
  • Gopinathan , S. , Tan , S. , Yanping , F. , Devi , L. , Ramos , C. and Chao , E. 2008 . Transforming teacher education: Redefined professionals for 21st century schools , Singapore: The National Institute of Education : Nanyang Technological University .
  • Greeno , J.G. 1997 . The situativity of knowing, learning and research . American Psychologist , 53 ( 1 ) : 5 – 26 .
  • Gully , S. and Chen , G. 2010 . “ Individual differences, attribute–treatment interactions, and training outcomes ” . In Learning, training, and development in organizations , Edited by: Kozlowski , S.W.J. and Salas , E. 3 – 22 . New York : Routledge .
  • Hattie , J. and Timperley , H. 2007 . The power of feedback . Review of Educational Research , 77 ( 1 ) : 81 – 112 .
  • HEA . 2008 . “ Management of Assessment Special Interest Group (SIG) ” . http://www.heacademy.ac.uk/ourwork/learning/assessment (accessed May 11, 2008)
  • Higgins , R. , Hartley , P. and Skelton , A. 2001 . Getting the message across: The problem of communicating assessment feedback . Teaching in Higher Education , 6 : 269 – 74 .
  • Higgins , R. , Hartley , P. and Skelton , A. 2002 . The conscientious consumer: Reconsidering the role of assessment feedback in student learning . Studies in Higher Education , 27 : 53 – 64 .
  • Hodgkinson , G.P. and Sadler‐Smith , E. 2003 . Complex or unitary: A critique and empirical reassessment of the Cognitive Style Index . Journal of Occupational and Organisational Psychology , 76 : 243 – 68 .
  • Hofstede , G. and Hofstede , G.J. 2005 . Culture and organizations: Software of the mind. , 2nd ed. , New York : McGraw‐Hill .
  • Hounsell , D. 2003 . “ Student feedback, learning and development ” . In Higher education and the lifecourse , Edited by: Slowey , M. and Watson , D. 67 – 78 . Milton Keynes : Open University Press .
  • Huxham , M. 2007 . Fast and effective feedback: Are model answers the answer? . Assessment and Evaluation in Higher Education , 32 ( 6 ) : 601 – 11 .
  • Kember , D. , Jenkins , W. and Ng , K.C. 2003 . Adult students' perceptions of good teaching as a function of their conceptions of learning – Part 1: Influencing the development of self‐determination . Studies in Continuing Education , 25 ( 2 ) : 239 – 51 .
  • Kennedy , P. 2002 . Learning cultures and learning styles: Misunderstandings about adult (Hong Kong) Chinese learners . International Journal of Lifelong Education , 21 ( 5 ) : 430 – 45 .
  • Kozhevnikov , M. 2007 . Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style . Psychological Bulletin , 133 ( 3 ) : 464 – 81 .
  • Krippendorff , K. 2004 . Content analysis: An introduction to its methodology. , 2nd ed. , Thousand Oaks, CA : Sage .
  • Lave , J. and Wenger , E. 1998 . Communities of practice: Learning, meaning, and identity , Cambridge : Cambridge University Press .
  • Loyens , S.M.M. and Gijbels , D. 2008 . Understanding the effects of constructivist learning environments: Including a multi‐directional approach . Instructional Science , 36 : 351 – 7 .
  • Lum , L. 2006 . Internationally‐educated health professionals: A distance education multiple cultures model . Education and Training , 48 ( 2–3 ) : 112 – 26 .
  • Mayor , B. and Swann , J. 2002 . “ The English language and ‘global’ teaching ” . In Distributed learning , Edited by: Lea , M. and Nicoll , K. 113 – 30 . London : The Open University .
  • Messick , S. 1984 . The nature of cognitive styles: Problems and promise in educational practice . Educational Psychologist , 19 : 59 – 74 .
  • Mitchell , B.S. , Xu , Q. , Jin , L. , Patten , D. and Gouldsborough , I. 2009 . A cross‐cultural comparison of Anatomy learning: Learning styles and strategies . Anatomical Sciences Education , 2 : 49 – 60 .
  • Mitsis , A. and Foley , P.W. 2009 . Do business students' culturally anchored values shape student‐driven or teacher‐driven learning style preferences . Journal of Marketing Education , 31 : 240 – 52 .
  • Moskvina , V. and Kozhevnikov , M. 2011 . “ Determining cognitive styles: Historical perspective and directions for further research ” . In Style differences in cognition, learning, and management: Theory, research and practice , Edited by: Rayner , S. and Cools , E. 19 – 31 . New York : Routledge .
  • Mutch , A. 2003 . Exploring the practice of feedback to students . Active Learning in Higher Education , 4 : 24 – 38 .
  • Mutton , T. , Burn , K. and Hagger , H. 2010 . Making sense of learning to teach: Learners in context . Research Papers in Education , 25 ( 1 ) : 73 – 91 .
  • Nickerson , R. , Perkins , D. and Smith , E. 1985 . The teaching of thinking education , Hillsdale, NJ : Erlbaum .
  • Nicol , D. 2008 . Transforming assessment and feedback: Enhancing integration and empowerment in the first year , Scotland : Quality Assurance Agency .
  • Orsmond , P. , Merry , S. and Reiling , K. 2002 . The use of exemplars and formative feedback when using student derived marking criteria in peer and self‐assessment . Assessment and Evaluation in Higher Education , 27 : 309 – 23 .
  • Orsmond , P. , Merry , S. and Reiling , K. 2005 . Biology students' utilization of tutors' formative feedback: A qualitative interview study . Assessment and Evaluation in Higher Education , 30 ( 4 ) : 369 – 86 .
  • Rae , A.M. and Cochrane , D.K. 2008 . Listening to students: How to make written assessment feedback useful . Active Learning in Higher Education , 9 : 217 – 30 .
  • Richardson , J.T.E. 2005 . Students' approaches to learning and teachers' approaches to teaching in higher education . Educational Psychology , 25 ( 6 ) : 673 – 80 .
  • Riding , R.J. 2002 . School learning and cognitive style , London : David Fulton .
  • Riding , R. and Rayner , S. 1998 . Cognitive styles and learning strategies: Understanding style differences in learning and behaviour , London : David Fulton .
  • Rikers , R.M.J.P. , van Gog , T. and Paas , F. 2008 . The effects of constructivist learning environments: A commentary . Instructional Science , 36 : 463 – 67 .
  • Rodriguez , L. and Cano , F. 2006 . The epistemological beliefs, learning approaches and study orchestrations of university students . Studies in Higher Education , 31 ( 5 ) : 617 – 36 .
  • Rust , C. , O'Donovan , B. and Price , M. 2005 . A social constructivist assessment process model: How the research literature shows us this could be best practice . Assessment and Evaluation in Higher Education , 30 : 231 – 40 .
  • Sadler , D.R. 1989 . Formative assessment and the design of instructional systems . Instructional Science , 18 : 119 – 44 .
  • Sadler , D.R. 2005 . Interpretations of criteria‐based assessment and grading in higher education . Assessment and Evaluation in Higher Education , 30 : 75 – 194 .
  • Sadler‐Smith , E. 2009 . “ A duplex model of cognitive style ” . In Perspectives on intellectual styles , Edited by: Zhang , L.F. and Sternberg , R.J. 3 – 28 . New York : Springer .
  • Signorini , P. , Wiesemes , R. and Murphy , R. 2009 . Developing alternative frameworks for exploring intercultural learning: A critique of Hofstede's cultural differences model . Teaching in Higher Education , 14 ( 3 ) : 253 – 64 .
  • Spencer‐Oatey , H. 2000 . Culturally speaking: Managing rapport through talk across cultures , New York : Continuum .
  • Tashakkori , A. and Teddlie , C. , eds. 2003 . Handbook of mixed methods in social and behavioural research , Thousand Oaks, CA : Sage .
  • Trahar , S. 2007 . Teaching and learning: The international higher education landscape – Some theories and working practices , Bristol : ESCalate, University of Bristol .
  • Tweed , R.G. and Lehman , D.R. 2002 . Learning considered within a cultural context: Confucian and Socratic approaches . American Psychologist , 57 : 88 – 99 .
  • Vermunt , J.D. and Verloop , N. 1999 . Congruence and friction between learning and teaching . Learning and Instruction , 9 : 257 – 80 .
  • Walker , S. , Brownlee , J. , Lennox , S. , Exley , B. , Howells , K. and Cocker , F. 2009 . Understanding first year university students: Personal epistemology and learning . Teaching Education , 20 ( 3 ) : 243 – 56 .
  • Weaver , M.R. 2006 . Do students value feedback? Student perceptions of tutors' written responses . Assessment and Evaluation in Higher Education , 31 : 379 – 94 .
  • Wenger , E. Knowledgeability in landscapes of practice: From curriculum to identity . Keynote address at Society for Research into Higher Education . December 14–16 , Newport, South Wales.
  • Yates , G.C.R. 2000 . “ Applying learning style research in the classroom: Some cautions and the way ahead ” . In International perspectives on individual differences: Cognitive styles , Edited by: Riding , R.J. and Rayner , S.G. Vol. 1 , 347 – 64 . Stamford, CT : Ablex .
  • Young , P. 2000 . ‘I might as well give up’: Self esteem and mature students' feelings about feedback on assignments . Journal of Further and Higher Education , 24 : 409 – 18 .
  • Zhang , L.F. and Sternberg , R.J. , eds. 2009 . Perspectives on the nature of intellectual styles , Heidelberg : Springer .
  • Zhu , C. , Valcke , M. and Schellens , T. 2010 . A cross‐cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education . European Journal of Teacher Education , 33 ( 2 ) : 147 – 65 .

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.