This chapter examines how employing synchronous feedback creates a two-way communication between students and tutors, enabling them to give and receive feedback. Through the author's experience of using Skype communication with students enrolled on a distance learning course prior to arriving in the ...
This paper is based on a small-scale study which examined the perceptions of first and final-year undergraduates who received feedback from tutors in audio form and considers the impact of this method of feedback delivery as a formative process. The paper examines the extent to which students ...
combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials....
。根据定位词,定位至第一、二句:Feedback from the teachable agents further enhances the tutors' learning.“The agents’ questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put into action.”...
Therefore, interactions with tutors both inside and outside of classes will be conducted in English. In addition, during class discussions, students are encouraged to communicate with each other in English. CELE课程的核心目...
We pride ourselves on providing students with a world-class experience. From expert tutors with professional experience, to excellent centre facilities, and a multi-disciplinary team to provide students with careers and wellbeing support, we continue to listen to student feedback and invest in our ...
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there is a variety of evidence from different contexts that students and teachers have misgivings about the ways in which feedback processes are currently handled (Boud and Molloy2013). Students perceive that feedback often comes too late to be useful; it frequently fails to connect; and there ...
The third and final dialogue was between tutors (markers) and students and an analysis of students' interpretations of feedback and feed-forward. It is concluded that there are challenges to the provision of effective feedback and feed-forward for student learning, but dialogues informed by data...
The feedback you receive will come in many different forms, both formal and informal, including assessment grades, comments on work, conversations with tutors, notes to an entire class, and discussion with other students. Although this guidance often uses the example of feedback on written ...