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dc.contributor.authorIssa, Tomayess
dc.contributor.authorIssa, Theodora
dc.contributor.authorKommers, P.
dc.date.accessioned2017-01-30T13:16:14Z
dc.date.available2017-01-30T13:16:14Z
dc.date.created2014-02-27T20:00:41Z
dc.date.issued2014
dc.identifier.citationIssa, Tomayess and Issa, Theodora and Kommers, Piet. 2014. Feedback and learning support that fosters students' independent learning: An Australian case study. The International Journal of Learning. 19: pp. 29-39.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/29935
dc.description.abstract

This paper aims to examine students’ reactions to formative (i.e. face to face, audio, wiki and live, email) feedback. This approach is used to improve students’ communication and critical-thinking skills and to encourage independent learning. This paper provides empirical evidence from 327 students in three postgraduate units (‘IS’, ‘TI’, ‘ITS’), and two undergraduate units (‘BT2’, and ‘BT25’). The practical evidence is based on quantitative and qualitative data derived from two sources: informal and formal. The outcomes indicated that students’ levels of satisfaction had increased, and student started to learn from their own mistakes to improve the next submission, and their independent learning skills were enhanced in terms of writing, research, using endnote software, teamwork, collaboration and interaction, and oral presentation. Finally, a new model “Foster Student Independent Learning Model (FSILM)” is created to implement fosters students' independent learning in higher education.

dc.publisherCommon Ground Publishing
dc.subjectFSILM
dc.subjectAustralian Higher Education
dc.subjectFormative
dc.subjectFeedback
dc.subjectAudio
dc.titleFeedback and learning support that fosters students' independent learning: An Australian case study
dc.typeJournal Article
dcterms.source.volume19
dcterms.source.startPage29
dcterms.source.endPage39
dcterms.source.issn1447-9494
dcterms.source.titleThe International Journal of Learning
curtin.department
curtin.accessStatusOpen access


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