Cracking the code
Investigating feedback perceptions in large Computer Science Education classes
L. van Beek (TU Delft - Groep Science & Engineering Education)
M.J. de Vries – Promotor (TU Delft - Ethics & Philosophy of Technology, TU Delft - Groep Science & Engineering Education)
M.E.D. van den Bogaard – Copromotor (The University of Texas at El Paso)
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Abstract
Promoting students' effective engagement with instructional feedback is a well-known issue amongst instructors, educators and scholars investigating students' effective uptake of instructional feedback. Students do not always use instructional feedback that they receive, in reality - students often ignore it or do not use it effectively to improve learning. Previous research was focused on instructors playing the key role in this process; therefore, many current recommendation, advices and guidelines are structured around design of the feedback message itself. Recent research, on the contrary, acknowledges the role of a student and student's individual agency in the process of instructional feedback application: every student decides whether or not to engage with instructional feedback and whether or not to apply it consequently...
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