Students’ perception of teachers’ two-way feedback interactions that impact learning
© 2018, Springer Nature B.V. Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), de...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
Springer Netherlands
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/72623 |