Public feedback - but personal feedforward?

People can learn by considering and understanding examples. With assistance, students should see and appreciate in examples strengths on which they can build, and weaknesses which they should minimise. So feedback and feedforward to students can usefully dwell on both types of example, especially if...

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Autores principales:	John Cowan, YiChing Jean Chiu
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2012
Materias:	Confucian Heritage Culture feedback feedforward strengths weaknesses public Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/466773a5c3014aa58175900d8166bb15
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spelling	oai:doaj.org-article:466773a5c3014aa58175900d8166bb152021-11-29T14:04:09ZPublic feedback - but personal feedforward?10.47408/jldhe.v0i4.1441759-667Xhttps://doaj.org/article/466773a5c3014aa58175900d8166bb152012-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/144https://doaj.org/toc/1759-667XPeople can learn by considering and understanding examples. With assistance, students should see and appreciate in examples strengths on which they can build, and weaknesses which they should minimise. So feedback and feedforward to students can usefully dwell on both types of example, especially if drawn from individual studentsÃ¢â¬â¢ work. But this can generate problems for learners from a Confucian Heritage Culture (CHC). The writers encountered acute sensitivity in Taiwan to their judgements and responses to weak discussion board postings. Their gently constructive feedforward was regarded by some CHC students as stern and hurtful criticism, Such students often withdrew from participation in class activity. So the writers differentiated in their responding to weak and strong postings, When individuals had made weak postings, the writers opted for personal and private feedback leading naturally to constructive feedforward, For better postings, they mainly provided positive feedback with reasons for their judgements, and summarised this to the class - making generic points about strengths. They now favour using different approaches to communicating and balancing feedback and feedforward, depending on the standard of work being judged, They suggest this might also be a useful practice when tutoring solely in the West.John CowanYiChing Jean ChiuAssociation for Learning Development in Higher Education (ALDinHE)articleConfucian Heritage CulturefeedbackfeedforwardstrengthsweaknessespublicTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 4 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Confucian Heritage Culture feedback feedforward strengths weaknesses public Theory and practice of education LB5-3640
spellingShingle	Confucian Heritage Culture feedback feedforward strengths weaknesses public Theory and practice of education LB5-3640 John Cowan YiChing Jean Chiu Public feedback - but personal feedforward?
description	People can learn by considering and understanding examples. With assistance, students should see and appreciate in examples strengths on which they can build, and weaknesses which they should minimise. So feedback and feedforward to students can usefully dwell on both types of example, especially if drawn from individual studentsÃ¢â¬â¢ work. But this can generate problems for learners from a Confucian Heritage Culture (CHC). The writers encountered acute sensitivity in Taiwan to their judgements and responses to weak discussion board postings. Their gently constructive feedforward was regarded by some CHC students as stern and hurtful criticism, Such students often withdrew from participation in class activity. So the writers differentiated in their responding to weak and strong postings, When individuals had made weak postings, the writers opted for personal and private feedback leading naturally to constructive feedforward, For better postings, they mainly provided positive feedback with reasons for their judgements, and summarised this to the class - making generic points about strengths. They now favour using different approaches to communicating and balancing feedback and feedforward, depending on the standard of work being judged, They suggest this might also be a useful practice when tutoring solely in the West.
format	article
author	John Cowan YiChing Jean Chiu
author_facet	John Cowan YiChing Jean Chiu
author_sort	John Cowan
title	Public feedback - but personal feedforward?
title_short	Public feedback - but personal feedforward?
title_full	Public feedback - but personal feedforward?
title_fullStr	Public feedback - but personal feedforward?
title_full_unstemmed	Public feedback - but personal feedforward?
title_sort	public feedback - but personal feedforward?
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2012
url	https://doaj.org/article/466773a5c3014aa58175900d8166bb15
work_keys_str_mv	AT johncowan publicfeedbackbutpersonalfeedforward AT yichingjeanchiu publicfeedbackbutpersonalfeedforward
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Public feedback - but personal feedforward?

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