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Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches
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In: School of Languages and Cultures Faculty Publications (2021)
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La retroacció correctiva oral amb estudiants adults poc escolaritzats
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Eficacia de los procedimientos de retroalimentación para mejorar el conocimiento declarativo de los estudiantes en un entorno de lectura orientado a tareas
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Rediscovering feedback and experiential learning in the English-medium instruction classroom
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In: Journal of University Teaching & Learning Practice (2021)
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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Preservice teachers’ perceptions of feedback: The importance of timing, purpose, and delivery
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In: Journal of University Teaching & Learning Practice (2021)
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DIY assessment feedback: Building engagement, trust and transparency in the feedback process
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In: Journal of University Teaching & Learning Practice (2021)
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Visual-Performance Feedback on Acknowledgement Within a Positive Behavior Intervention and Support System
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Supervised attention from natural language feedback for reinforcement learning
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Multimodality and translanguaging in negotiation of meaning
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Self-reported feedback in ICT-delivered aphasia rehabilitation: a literature review
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Feedback and Creativity in Interior Design Studio: A Case study-mixed methods of a Junior Level Light Fixture Project
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Abstract:
University of Minnesota Ph.D. dissertation. August 2021. Major: Design, Housing and Apparel. Advisors: Abimbola Asojo, Hye-Young Kim. 1 computer file (PDF); xv, 195 pages. ; Feedback plays a critical role in nurturing creativity. Current literature, however, indicates that feedback can enhance or impede students’ creativity depending on its practices. Furthermore, theoretical framework and empirical evidence for effective feedback practices in interior design studios are insufficient. The present study, thus, built upon intensive reviews from the field of educational psychology on the relationship between feedback and creativity plus mediators such as feedback preferences and levels of interest. Via a case study-mixed methods approach, the study then explored effective feedback practices for students’ creativity in an interior design studio at the University of Minnesota in fall 2020. Data were collected from junior students (n=30) in a five-week light fixture design project in a studio. Feedback sources included the studio instructor and the CEO of a lighting design organization. Two independent judges rated students’ creativity using the Creative Product Semantic Scale (CPSS). Paired t-tests of CPSS ratings during the design process detected significant increases in Novelty of students. Pre-and post-surveys showed that students perceived the instructor’s feedback as positive while they expected more from the CEO’s feedback. No change was detected in students’ levels of interest. Follow-up interviews with students of high creativity (n=10) revealed that effective feedback practices came (a) in abundant quantity, (b) at the right timing, and (c) met students’ expectations. Future research needs to explore the correlation between feedback experiences and students’ creativity in multiple studio years, especially in terms of Resolution and Style, two other criteria of CPSS.
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Keyword:
creativity; design education; feedback; interior design; mixed methods
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URL: https://hdl.handle.net/11299/225126
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Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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Feedback is a gift: Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?
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In: Practical Assessment, Research, and Evaluation (2021)
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EFL Lecturers' Perception and Practice of Screencast Feedback
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 1-25 (2021) (2021)
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Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021)
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Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 149-164 (2021)
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Effects of recasts, clarification requests on suprasegment development of English intonation
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 311-325 (2021)
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