Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with…

Using a five-level system of classifying conceptions of teaching, conceptions held by science and social science teachers in a British distance university and a traditional Australian university are compared. The same system is then used to define the concepts of student-centered and teacher-centered instructional approaches. (Author/MSE)