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Investigating Non-engagement with Feedback in Higher Education as a Social Practice
Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review
Dokumenter
- Investigating Non-engagement with Feedback_Accepted manuscript_2018
Accepteret manuskript, 525 KB, PDF-dokument
DOI
- https://doi.org/10.1080/02602938.2018.1525691
Forlagets udgivne version
Quality in feedback processes rests on students' engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice pointing to the influence of context but without explaining the nature thereof. The article's purpose is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice-theoretical approach can fill this gap. It introduces Steven Kemmis' practice ontology and demonstrates the analysis of a non-engagement practice. The article's contribution to research in engagement with feedback is a new ontology of practice and its methodological apparatus.
| Bidragets oversatte titel | At undersøge ikke-engagement med feedback på videregående uddannelser som en social praksis. |
|---|---|
| Originalsprog | Engelsk |
| Tidsskrift | Assessment & Evaluation in Higher Education |
| Vol/bind | 44 |
| Nummer | 4 |
| Sider (fra-til) | 623-635 |
| Antal sider | 13 |
| ISSN | 0260-2938 |
| DOI | |
| Status | Udgivet - 2019 |
- Practice theory, Feedback, Engagement with feedback, Stephen Kemmis, Context
Forskningsområder
Se relationer på Aarhus Universitet Citationsformater
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