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Students' Personal Trajectories as Contexts for Engagement with Feedback

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The literature demonstrates that too many students do not respond to the feedback they get, which has evoked an interest in seeking explanations for weak engagement with feedback. Contexts around students are suggested to be influential, and researchers recommend that feedback should be more student-centred, allowing students to take full part in the feedback process both as receivers and providers. This seems rational, but the question is whether students always act in accordance with what is best for their learning. If not, in accordance with what do they act? This paper seeks to clarify how students’ engagement with feedback might be influenced by two different contexts: the students’ common study practice and individual students’ trajectories through practices. An undergraduate programme within social science serves as a case. Data is collected as interviews with eleven students, in-class observations and artefacts, and the study is theoretically based on a practice theoretical ontology. It is demonstrated that students’ participation in student-centred feedback might be constrained by a study practice characterized by restricted directedness in the approach to studying, a busy everyday life, a weak social network among students and a general understanding of teaching and feedback as transmission. Furthermore, the paper shows that students’ personal trajectories through practices might constitute constraints for their meeting with the study practice and for their engagement with peer-feedback. The findings support the idea there are reasons for weak engagement with feedback to be found outside the organization of feedback.
Translated title of the contributionStuderendes livsbaner som kontekster for deres engagement med feedback
Original languageEnglish
JournalJournal of Further and Higher Education
Publication statusIn preparation - 2019

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