Publication Date
| In 2025 | 5 |
| Since 2024 | 5 |
| Since 2021 (last 5 years) | 18 |
| Since 2016 (last 10 years) | 41 |
| Since 2006 (last 20 years) | 84 |
Descriptor
| Feedback (Response) | 84 |
| Higher Education | 84 |
| Reflection | 84 |
| Foreign Countries | 46 |
| Teaching Methods | 32 |
| Learner Engagement | 18 |
| College Faculty | 17 |
| College Students | 17 |
| Student Attitudes | 17 |
| Student Evaluation | 15 |
| Undergraduate Students | 15 |
| More ▼ | |
Source
Author
| Cook-Sather, Alison | 2 |
| Quinn, Lynn | 2 |
| Vorster, Jo-Anne | 2 |
| Ahmed, Pervaiz K. | 1 |
| Ajjawi, Rola | 1 |
| Ambrosino, Roberta | 1 |
| Bakirlioglu, Yekta | 1 |
| Ball, Eugene | 1 |
| Barbara Hanna | 1 |
| Basturkmen, Helen | 1 |
| Bearman, Margaret | 1 |
| More ▼ | |
Publication Type
Education Level
| Higher Education | 81 |
| Postsecondary Education | 57 |
| Elementary Secondary Education | 3 |
| Adult Education | 1 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| High Schools | 1 |
| Primary Education | 1 |
Audience
| Teachers | 3 |
| Policymakers | 1 |
| Students | 1 |
Location
| Australia | 10 |
| United Kingdom | 9 |
| Canada | 4 |
| Netherlands | 3 |
| Pennsylvania | 3 |
| South Africa | 3 |
| United States | 3 |
| Hong Kong | 2 |
| Ireland | 2 |
| Israel | 2 |
| Kazakhstan | 2 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSunny Dhillon – Educational Philosophy and Theory, 2025
This article contributes to the emerging literature about ungrading within Higher Education across disciplines in the anglosphere. The piece offers a critical take on the apparent originality of ungrading practices. Such practices appear on a spectrum, from minor adjustments to summative grades by alternating the numerical with the alphabetized…
Descriptors: Grade Point Average, Educational Philosophy, Grading, Feedback (Response)
Dorry Dolatkhah Laein; Reza Andam – International Journal of Mentoring and Coaching in Education, 2025
Purpose: The purpose of this study was to identify and investigate which factors affect coaching in higher education. Design/methodology/approach: The study employed a qualitative meta-synthesis method. Based on the seven-step method (Sandelowski and Barroso, 2006), articles related to coaching in higher education were searched in five databases…
Descriptors: Coaching (Performance), Higher Education, Meta Analysis, College Faculty
Rocío Barrios-Rodríguez; Inmaculada Salcedo-Bellido; José Juan Jiménez-Moleón; Macarena Lozano-Lorca; Noelia Galiano-Castillo; Enrique José Cobos; José Dámaso Vílchez Rienda; Rocío Olmedo-Requena; Carmen Amezcua-Prieto; Sandra Martín-Peláez; Carmen María González Domenech; Juan Pedro Arrebola Moreno; Raúl A. Rica; María Eugenia García-Rubiño; Pilar Requena – International Journal for Academic Development, 2023
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished…
Descriptors: Peer Evaluation, Teacher Evaluation, College Faculty, Reflection
Suraworachet, Wannapon; Zhou, Qi; Cukurova, Mutlu – International Journal of Educational Technology in Higher Education, 2023
Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self-regulated learning skills to appropriately plan, timely engage and deeply reflect on learning experiences. Despite an advance in writing analytics and the pervasiveness of human feedback aimed to…
Descriptors: Learning Analytics, Reflection, Writing (Composition), Feedback (Response)
Download full textMichael Hast – Higher Education Studies, 2025
The rapid shift towards online learning in higher education has transformed the landscape of essential academic skills, with presentation abilities emerging as a crucial competency for student success. This paper addresses the challenges and opportunities associated with teaching presentation skills in a distance education context. Traditional…
Descriptors: Distance Education, Computer Simulation, Online Courses, Outcomes of Education
M. Obaidul Hamid; Barbara Hanna; Deanne Gannaway; Trang Thi Thuy Nguyen – International Journal of Research & Method in Education, 2025
This article provides a reflexive account of the authors' experiences of the ethical challenges in conducting a higher degree by research (HDR) supervision project prompted by the ethics review process in a major Australian university. The authors also raise epistemological questions about the specific focus of the study, given the interrelations…
Descriptors: Foreign Countries, Higher Education, Research Projects, Researchers
Yan, Zi; Carless, David – Assessment & Evaluation in Higher Education, 2022
Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as yet understudied. Using self-assessment to develop students' feedback literacy has been mentioned in relevant literature, but how feedback literacy…
Descriptors: Self Evaluation (Individuals), Feedback (Response), Literacy, Skill Development
Nieminen, Juuso Henrik; Bearman, Margaret; Tai, Joanna – Assessment & Evaluation in Higher Education, 2023
Assessment and feedback research constitutes its own 'silo' amidst the higher education research field. Theory has been cast as an important but absent aspect of higher education research. This may be a particular issue in empirical assessment research which often builds on the conceptualisation of assessment as objective measurement. So, how does…
Descriptors: Feedback (Response), Educational Theories, Student Evaluation, Educational Research
Tan, Shin Yen – Educational Research, 2021
Background: With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect.…
Descriptors: Reflection, Student Attitudes, Undergraduate Students, Lifelong Learning
Luo, Jiahui; Chan, Cecilia K. Y.; Zhao, Yue – Assessment & Evaluation in Higher Education, 2023
Intensive research attention has focused on developing students' evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this…
Descriptors: Engineering Education, Higher Education, Evaluative Thinking, Intercultural Communication
Hill, Jennifer; West, Harry – Teaching & Learning Inquiry, 2022
A key debate in higher education is how assessment and feedback can be constructed to maximize opportunities for meaningful student learning. In this paper, we explore how a learning-focused model of feedback, teacher-student dialogic feed-forward, is enacted in practice, exposing many affordances but also some challenges. Adopting a small-scale…
Descriptors: Learning Processes, Feedback (Response), Higher Education, Teacher Student Relationship
Thompson, David; Meer, Nicky – Practitioner Research in Higher Education, 2021
Encouraging all students to meaningfully engage with feedback on summative assessments is a vexing challenge for educators (Watling, 2016). Using formative feedback techniques as a formal part of a summative assessment allows for a guaranteed 'feed forward'. Group crits in the form of students and staff viewing their own and others work in an…
Descriptors: Student Evaluation, Formative Evaluation, Summative Evaluation, Evaluation Methods
Quinn, Lynn; Behari-Leak, Kasturi; Ganas, Rieta; Olsen, Anne-Mart; Vorster, Jo-Anne – International Journal for Academic Development, 2019
Using participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants' explorations of new ways of knowing, being, and acting as academic developers in their contexts. The…
Descriptors: Foreign Countries, Feedback (Response), Epistemology, Student Evaluation
Yeo, Michelle; Lafave, Mark – Journal of Effective Teaching in Higher Education, 2021
In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to…
Descriptors: Athletics, Therapy, Reflection, Teaching Methods
Scholtz, Frances; Hughes, Suzaan – Journal of Applied Research in Higher Education, 2021
Purpose: The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education. Design/methodology/approach: Qualitative research was conducted using a systematic review of scholarly articles that satisfied…
Descriptors: Business Administration Education, Computer Simulation, Teaching Methods, Intervention
