دورية أكاديمية
Feedback Cultures, Histories and Literacies: International Postgraduate Students' Experiences
| العنوان: | Feedback Cultures, Histories and Literacies: International Postgraduate Students' Experiences |
|---|---|
| اللغة: | English |
| المؤلفون: | Rovagnati, Veronica (ORCID |
| المصدر: | Assessment & Evaluation in Higher Education. 2022 47(3):347-359. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Students, Graduate Students, Student Experience, Foreign Countries, Cultural Influences, Cultural Context, Feedback (Response), Literacy |
| مصطلحات جغرافية: | United Kingdom |
| DOI: | 10.1080/02602938.2021.1916431 |
| تدمد: | 0260-2938 1469-297X |
| مستخلص: | Emerging research and examples from practice support the idea of feedback literacies as socio-material competencies. Such a conception highlights the contextual and social aspect of literacies but neglects their cultural aspect. Reality in higher education sees an increasingly international student body, particularly at postgraduate levels. International postgraduate students transitioning to new systems are likely to have developed diverse 'literacies' within their previous institutional cultures. Using narrative inquiry, this study collected in-depth stories of the assessment and feedback experiences of 10 international postgraduate taught students before and after transitioning to postgraduate education at a UK institution. The study gives accounts of the ways in which the students recognised, processed and utilised feedback. A combination of narrative and thematic analysis indicated a clear influence of culture- and context-shaped histories upon students' feedback literacies. Such diverse literacies do not mirror the UK 'norm' for feedback literacy and do not initially support students in making effective use of feedback in the new environment. These findings highlight that shifting our conceptualisation of feedback literacies from universal to context- and culture-specific is necessary, as is embedding diversity and intercultural interactions within the development of intercultural feedback literacies. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1344554 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0260-2938 1469-297X |
|---|---|
| DOI: | 10.1080/02602938.2021.1916431 |