04095oam 2200721I 450 991077944490332120230803020234.01-135-10746-70-203-07433-51-283-89412-21-135-10747-510.4324/9780203074336 (CKB)2550000000710843(EBL)1101395(OCoLC)823389753(SSID)ssj0000801580(PQKBManifestationID)12390261(PQKBTitleCode)TC0000801580(PQKBWorkID)10793402(PQKB)10381927(MiAaPQ)EBC1101395(Au-PeEL)EBL1101395(CaPaEBR)ebr10640569(CaONFJC)MIL420662(OCoLC)823161356(FINmELB)ELB133112(EXLCZ)99255000000071084320180706d2013 uy 0engur|n|---|||||txtccrFeedback in higher and professional education understanding it and doing it well /edited by David Boud and Elizabeth MolloyAbingdon, Oxon :Routledge,2013.1 online resource (241 p.)Includes index.0-415-69229-6 0-415-69228-8 Cover; Title; Copyright; Contents; Acknowledgements; Contributors; 1 What is the problem with feedback?; 2 Changing conceptions of feedback; 3 Resituating feedback from the reactive to the proactive; 4 The impact of emotions in feedback; 5 Socio-cultural considerations in feedback; 6 Trust and its role in facilitating dialogic feedback; 7 Written feedback What is it good for and how can we do it well?; 8 Feedback in the digital environment; 9 Feedback in clinical procedural skills simulations; 10 Implementing multisource feedback; 11 The role of peers in feedback processes12 Utilising the voice of others The example of consumer-delivered feedback13 Decision-making for feedback; Index"Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations"--Provided by publisher.Communication in educationMotivation in educationFeedback (Psychology)Education, HigherProfessional educationCommunication in education.Motivation in education.Feedback (Psychology)Education, Higher.Professional education.371.102/2EDU000000EDU015000EDU002000bisacshBoud David1467290Molloy Elizabeth1555433MiAaPQMiAaPQMiAaPQBOOK9910779444903321Feedback in higher and professional education3817315UNINA