Feedback and learning support that fosters students' independent learning: An Australian case study
This paper aims to examine students’ reactions to formative (i.e. face to face, audio, wiki and live, email) feedback. This approach is used to improve students’ communication and critical-thinking skills and to encourage independent learning. This paper provides empirical evidence from 327 students...
| Main Authors: | , , |
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| Format: | Journal Article |
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Common Ground Publishing
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/29935 |
| _version_ | 1848752943771156480 |
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| author | Issa, Tomayess Issa, Theodora Kommers, P. |
| author_facet | Issa, Tomayess Issa, Theodora Kommers, P. |
| author_sort | Issa, Tomayess |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This paper aims to examine students’ reactions to formative (i.e. face to face, audio, wiki and live, email) feedback. This approach is used to improve students’ communication and critical-thinking skills and to encourage independent learning. This paper provides empirical evidence from 327 students in three postgraduate units (‘IS’, ‘TI’, ‘ITS’), and two undergraduate units (‘BT2’, and ‘BT25’). The practical evidence is based on quantitative and qualitative data derived from two sources: informal and formal. The outcomes indicated that students’ levels of satisfaction had increased, and student started to learn from their own mistakes to improve the next submission, and their independent learning skills were enhanced in terms of writing, research, using endnote software, teamwork, collaboration and interaction, and oral presentation. Finally, a new model “Foster Student Independent Learning Model (FSILM)” is created to implement fosters students' independent learning in higher education. |
| first_indexed | 2025-11-14T08:16:39Z |
| format | Journal Article |
| id | curtin-20.500.11937-29935 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:16:39Z |
| publishDate | 2014 |
| publisher | Common Ground Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-299352017-03-08T13:31:55Z Feedback and learning support that fosters students' independent learning: An Australian case study Issa, Tomayess Issa, Theodora Kommers, P. FSILM Australian Higher Education Formative Feedback Audio This paper aims to examine students’ reactions to formative (i.e. face to face, audio, wiki and live, email) feedback. This approach is used to improve students’ communication and critical-thinking skills and to encourage independent learning. This paper provides empirical evidence from 327 students in three postgraduate units (‘IS’, ‘TI’, ‘ITS’), and two undergraduate units (‘BT2’, and ‘BT25’). The practical evidence is based on quantitative and qualitative data derived from two sources: informal and formal. The outcomes indicated that students’ levels of satisfaction had increased, and student started to learn from their own mistakes to improve the next submission, and their independent learning skills were enhanced in terms of writing, research, using endnote software, teamwork, collaboration and interaction, and oral presentation. Finally, a new model “Foster Student Independent Learning Model (FSILM)” is created to implement fosters students' independent learning in higher education. 2014 Journal Article http://hdl.handle.net/20.500.11937/29935 Common Ground Publishing fulltext |
| spellingShingle | FSILM Australian Higher Education Formative Feedback Audio Issa, Tomayess Issa, Theodora Kommers, P. Feedback and learning support that fosters students' independent learning: An Australian case study |
| title | Feedback and learning support that fosters students' independent learning: An Australian case study |
| title_full | Feedback and learning support that fosters students' independent learning: An Australian case study |
| title_fullStr | Feedback and learning support that fosters students' independent learning: An Australian case study |
| title_full_unstemmed | Feedback and learning support that fosters students' independent learning: An Australian case study |
| title_short | Feedback and learning support that fosters students' independent learning: An Australian case study |
| title_sort | feedback and learning support that fosters students' independent learning: an australian case study |
| topic | FSILM Australian Higher Education Formative Feedback Audio |
| url | http://hdl.handle.net/20.500.11937/29935 |