Constructive feedback: a tool to enhance educational quality in higher learning institutions
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Butare-Huye
PIASS
[2021]
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| Schriftenreihe: | New perspectives on quality education in Sub-Saharan Africa
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xv, 126 Seiten |
| ISBN: | 9789997702227 |
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| adam_text | TABLE OF CONTENTS Abbreviations.................... ix Series Editors’ preface......................... xi Authors’ preface....................................................................................xiii 1. INTRODUCTION................................................................................. 1 1.1 Statement of the problem.......................................................... 6 1.2 Research questions................................................................. 10 1.3 Structure of the book................................................................ 10 2. CONSTRUCTIVE FEEDBACK AND QUALITY EDUCATION..... 13 2.1 Constructive feedback.............................................................. 14 2.2 Characteristics of constructive feedback................................ 15 2.3 Challenges teachers face giving feedback............................. 19 2.4 Constructive feedback and educational quality..................... 22 2.5 Feedback in the context of Rwandan HigherEducation....... 32 3. PROFESSIONAL TRAINING ON CONSTRUCTIVE FEEDBACK......35 3.1 Training objectives.................................................................. 35 3.2 Training beneficiaries.............................................................. 37 3.3 Didactical planning...................................................................40 3.4 Implementation of training........................................................ 41 3.5 Problems encountered and lessons learnt............................ 46 4.
METHODOLOGY..............................................................................49 4.1 Objective and content of the training...................................... 50 4.2 Training development.............................................................. 51 4.3 Participants, time and place of the training............................... 52 4.4 Evaluation by semi-structured interview................................. 53 4.5 Method of data collection: Semi-structuredinterview............. 55 4.6 Data analysis method: Content analysis................................. 59 4.7 Problems encountered during evaluation anddata limits...... 60 5. FINDINGS AND EVALUATION RESULTS.................................... 61 5.1 Appreciation of the organized training.....................................62 5.2 Recognition of the importance of constructive feedback by lecturers......................................................................... vii
5.3 Challenges faced by lecturers in regard to the provision of constructive feedbackto students.................................. 70 5.4 Suggestions on strategies for the better use of constructive feedback.......................................................................... 73 5.5 Summary of results and limitations............................. 80 6 . DISCUSSION.............................................................................85 6.1 Benefits of constructive feedback provided by teachers to students........................................................................... 85 6.2 Challenges faced by teachers in delivering constructive feedback to students...................................................... 92 6.3 Strategies proposed to ensure good provision of constructive feedback to students............................. :........................ 94 6.4 Summary of the chapter....................................................... 98 7 .CONCLUSION.......................................................................... 101 APPENDIX 1..................................................................................... 107 APPENDIX II............................... ..................................................... 112 REFERENCES.............................................................. .................. 113 viii
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| adam_txt |
TABLE OF CONTENTS Abbreviations. ix Series Editors’ preface. xi Authors’ preface.xiii 1. INTRODUCTION. 1 1.1 Statement of the problem. 6 1.2 Research questions. 10 1.3 Structure of the book. 10 2. CONSTRUCTIVE FEEDBACK AND QUALITY EDUCATION. 13 2.1 Constructive feedback. 14 2.2 Characteristics of constructive feedback. 15 2.3 Challenges teachers face giving feedback. 19 2.4 Constructive feedback and educational quality. 22 2.5 Feedback in the context of Rwandan HigherEducation. 32 3. PROFESSIONAL TRAINING ON CONSTRUCTIVE FEEDBACK.35 3.1 Training objectives. 35 3.2 Training beneficiaries. 37 3.3 Didactical planning.40 3.4 Implementation of training. 41 3.5 Problems encountered and lessons learnt. 46 4.
METHODOLOGY.49 4.1 Objective and content of the training. 50 4.2 Training development. 51 4.3 Participants, time and place of the training. 52 4.4 Evaluation by semi-structured interview. 53 4.5 Method of data collection: Semi-structuredinterview. 55 4.6 Data analysis method: Content analysis. 59 4.7 Problems encountered during evaluation anddata limits. 60 5. FINDINGS AND EVALUATION RESULTS. 61 5.1 Appreciation of the organized training.62 5.2 Recognition of the importance of constructive feedback by lecturers. vii
5.3 Challenges faced by lecturers in regard to the provision of constructive feedbackto students. 70 5.4 Suggestions on strategies for the better use of constructive feedback. 73 5.5 Summary of results and limitations. 80 6 . DISCUSSION.85 6.1 Benefits of constructive feedback provided by teachers to students. 85 6.2 Challenges faced by teachers in delivering constructive feedback to students. 92 6.3 Strategies proposed to ensure good provision of constructive feedback to students. :. 94 6.4 Summary of the chapter. 98 7 .CONCLUSION. 101 APPENDIX 1. 107 APPENDIX II. . 112 REFERENCES. . 113 viii |
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| spelling | Nyiramana, Christine Verfasser (DE-588)1245538144 aut Constructive feedback a tool to enhance educational quality in higher learning institutions Christine Nyiramana Butare-Huye PIASS [2021] © 2021 xv, 126 Seiten txt rdacontent n rdamedia nc rdacarrier New perspectives on quality education in Sub-Saharan Africa Masterarbeit Otto-Friedrich-Universität Bamberg Qualität (DE-588)4047966-3 gnd rswk-swf Hochschulbildung (DE-588)4160198-1 gnd rswk-swf Ruanda (DE-588)4076910-0 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Ruanda (DE-588)4076910-0 g Hochschulbildung (DE-588)4160198-1 s Qualität (DE-588)4047966-3 s DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033686161&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Constructive feedback a tool to enhance educational quality in higher learning institutions |
| title_auth | Constructive feedback a tool to enhance educational quality in higher learning institutions |
| title_exact_search | Constructive feedback a tool to enhance educational quality in higher learning institutions |
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| title_full | Constructive feedback a tool to enhance educational quality in higher learning institutions Christine Nyiramana |
| title_fullStr | Constructive feedback a tool to enhance educational quality in higher learning institutions Christine Nyiramana |
| title_full_unstemmed | Constructive feedback a tool to enhance educational quality in higher learning institutions Christine Nyiramana |
| title_short | Constructive feedback |
| title_sort | constructive feedback a tool to enhance educational quality in higher learning institutions |
| title_sub | a tool to enhance educational quality in higher learning institutions |
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| topic_facet | Qualität Hochschulbildung Ruanda Hochschulschrift |
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