You are here: Aarhus BSS »
Research
» Investigating Non-engagement with Feedback in Higher Educ...
Investigating Non-engagement with Feedback in Higher Education as a Social Practice
Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review
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.
Translated title of the contribution | At undersøge ikke-engagement med feedback på videregående uddannelser som en social praksis. |
---|
Original language | English |
---|
Journal | Assessment & Evaluation in Higher Education |
---|
Volume | 44 |
---|
Issue | 4 |
---|
Pages (from-to) | 623-635 |
---|
Number of pages | 13 |
---|
ISSN | 0260-2938 |
---|
DOIs | |
---|
Publication status | Published - 2019 |
---|
- feedback, engagement with feedback, practice theory, Stephen Kemmis, Theodore Schatzki
See relations at Aarhus University
Citationformats
ID: 127464877
30885 / i28