Investigating Non-engagement with Feedback in Higher Education as a Social Practice

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Standard

Investigating Non-engagement with Feedback in Higher Education as a Social Practice. / Jørgensen, Bente Mosgaard.

I: Assessment & Evaluation in Higher Education, Bind 44, Nr. 4, 2019, s. 623-635.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

APA

CBE

MLA

Vancouver

Author

Jørgensen, Bente Mosgaard. / Investigating Non-engagement with Feedback in Higher Education as a Social Practice. I: Assessment & Evaluation in Higher Education. 2019 ; Bind 44, Nr. 4. s. 623-635.

Bibtex

@article{0181837d8e1c433789fdf0c2b1ef7b2c,
title = "Investigating Non-engagement with Feedback in Higher Education as a Social Practice",
abstract = "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, point- ing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice theoretical approach may fill this gap. It introduces Stephen Kemmis’ practice ontology and demonstrates how a feedback practice can be analysed to explain a weak engagement. The article’s contribu- tion to research in engagement with feedback is a new ontology of practice and its methodological apparatus.",
keywords = "Practice theory, Feedback, Engagement with feedback, Stephen Kemmis, Context, feedback, engagement with feedback, practice theory, Stephen Kemmis, Theodore Schatzki",
author = "J{\o}rgensen, {Bente Mosgaard}",
year = "2019",
doi = "10.1080/02602938.2018.1525691",
language = "English",
volume = "44",
pages = "623--635",
journal = "Assessment & Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Investigating Non-engagement with Feedback in Higher Education as a Social Practice

AU - Jørgensen, Bente Mosgaard

PY - 2019

Y1 - 2019

N2 - 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, point- ing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice theoretical approach may fill this gap. It introduces Stephen Kemmis’ practice ontology and demonstrates how a feedback practice can be analysed to explain a weak engagement. The article’s contribu- tion to research in engagement with feedback is a new ontology of practice and its methodological apparatus.

AB - 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, point- ing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice theoretical approach may fill this gap. It introduces Stephen Kemmis’ practice ontology and demonstrates how a feedback practice can be analysed to explain a weak engagement. The article’s contribu- tion to research in engagement with feedback is a new ontology of practice and its methodological apparatus.

KW - Practice theory

KW - Feedback

KW - Engagement with feedback

KW - Stephen Kemmis

KW - Context

KW - feedback

KW - engagement with feedback

KW - practice theory

KW - Stephen Kemmis

KW - Theodore Schatzki

UR - http://www.scopus.com/inward/record.url?scp=85058161093&partnerID=8YFLogxK

U2 - 10.1080/02602938.2018.1525691

DO - 10.1080/02602938.2018.1525691

M3 - Journal article

VL - 44

SP - 623

EP - 635

JO - Assessment & Evaluation in Higher Education

JF - Assessment & Evaluation in Higher Education

SN - 0260-2938

IS - 4

ER -