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Studying languages in the times of COVID-19. Reflections on the delivery of teaching and learning activities and the year abroad
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In: Plutino, Alessia [Hrsg.]; Polisca, Elena [Hrsg.]: Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net 2021, S. 105-111 (2021)
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Alphabetisierung und Deutscherwerb von Geflüchteten: Deutschkenntnisse und Förderbedarfe von Erst- und Zweitschriftlernenden in Integrationskursen
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In: 1-2018 ; BAMF-Kurzanalyse ; 13 (2020)
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Wissenschaft weltoffen 2017: Daten und Fakten zur Internationalität von Studium und Forschung in Deutschland - Fokus: Akademische Mobilität und Kooperation im Ostseeraum
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In: 172 (2019)
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Responsibility for Migration Offences under the Laws of Foreign Countries ; Ответственность за миграционные преступления по законодательству зарубежных стран
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TENDENCIES OF ATTRACTING FOREIGN INVESTMENTS IN THE NATIONAL ECONOMY OF UKRAINE ; ТЕНДЕНЦІЇ ЗАЛУЧЕННЯ ІНОЗЕМНИХ ІНВЕСТИЦІЙ В ПРОМИСЛОВІСТЬ НАЦІОНАЛЬНОЇ ЕКОНОМІКИ УКРАЇНИ
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In: REVIEW OF TRANSPORT ECONOMICS AND MANAGEMENT; Том 18, № 2 (2019) ; REVIEW OF TRANSPORT ECONOMICS AND MANAGEMENT; № 2 (18) (2019) REVIEW OF TRANSPORT ECONOMICS AND MANAGEMENT ; 2664-3871 ; 2664-1259 (2019)
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Deutsch für den Beruf als Arbeitsfeld für DaF-/DaZ-Lehrer
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In: Grenzen überwinden mit Deutsch ; 85 ; Materialien Deutsch als Fremdsprache ; 363-378 ; Jahrestagung des Fachverbandes Deutsch als Fremdsprache "Grenzen überwinden mit Deutsch" ; 37 (2018)
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Wissenschaft Weltoffen 2015: Daten und Fakten zur Internationalität von Studium und Forschung in Deutschland - Schwerpunkt: Internationale Masterstudierende an deutschen Hochschulen
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In: 156 (2017)
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Lasting impact of study abroad experiences: a collaborative autoethnography
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 17 ; 2 ; 18 (2017)
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Road sign romanization in Oman: the linguistic landscape close-up
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In: SCU College (2017)
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Translanguaging for bilingual educational theorising in higher degree researcher education : a case study of using Chinese funds of theorectical knowledge for research
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Teaching speech acts to EFL college-level Omani learners: requests and refusals
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Language Tension, Terminology Variation and Terminology Policy in the Arabic-Speaking North African Countries: An Alternative Approach to Terminology Practice
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1415102656 (2014)
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Operational Intelligence Failures of the Korean War
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In: DTIC (2014)
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Chinese Employers and Their Ugandan Workers: Tensions, Frictions and Cooperation in an African City
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In: Journal of Current Chinese Affairs ; 43 ; 1 ; 139-176 ; Understanding Chinese-African Interactions in Africa (2014)
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Assessment for “digital first language” speakers: Online video assessment and feedback in higher education
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In: Research outputs 2013 (2013)
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Abstract:
While feedback has been highlighted as the most powerful influence on student achievement, Weaver (2006) noted that up to 40% of tertiary students lack confidence in their feedback and many students express dissatisfaction with this aspect of their student experience (Rodway-Dyer, Dunne, & Newcombe, 2009). Chasms remain between academic feedback and student feed forward outputs, as research suggests that feedback is undervalued by “unresponsive” tertiary students due to misunderstanding, inconsistencies and lack of clarity, and that feedback is not as effective as staff imagine. This paper explores student and staff perceptions of a video feedback model for tertiary institutions. Each student received feedback in the form of an individualized video which was made available online, thus mirroring the established course assessment processes. A mixed methodology study revealed a mass preference for video feedback, with participants noting that video feedback personalized assessment processes and enhanced understanding. In excess of 90% of students rated video feedback as more valuable than written feedback, with 74% completely understanding the feedback provided by the marker, showing that technology may “provide the innovative edge that can help students engage more effectively with their feedback” (Crook et al., 2012, p. 387).
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Keyword:
Age Differences; College Students; Education; Educational Technology; Evaluation Methods; Feedback (Response); Foreign Countries; Gender Differences; Likert Scales; Mixed Methods Research; Online Surveys; Questionnaires; Student Attitudes; Student Evaluation; Technology Uses in Education; Video Technology
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1979&context=ecuworks2013
https://ro.ecu.edu.au/ecuworks2013/978
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Transnationales Bildungskapital und soziale Ungleichheit
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In: 25 ; Berliner Studien zur Soziologie Europas / Berlin Studies on the Sociology of Europe (BSSE) ; 37 (2013)
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To win the west : China's propaganda in the English-language press, 1928-1941 ...
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Wei, Shuge. - : The Australian National University, 2012
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Negotiating for meaning: Papers on foreign language teaching and testing
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