Feedback and self‐regulated learning: insights from supervisors' and PhD examiners' reports

Citation

Stracke, Elke and Kumar, Vijay (2010) Feedback and self‐regulated learning: insights from supervisors' and PhD examiners' reports. Reflective Practice, 11 (1). pp. 19-32. ISSN 1462-3943; ESSN: 1470-1103

Abstract

This paper provides insights into the doctoral journey of a supervisee by analysing written feedback provided by supervisors and thesis examiners. As one aim of doctoral education is to train scholars to become independent researchers, that is highly self‐regulated learners, this study paves the way for an understanding of the link between written feedback and the self‐regulated learning process. Based on an analysis of speech functions, written feedback provided by two supervisors and three examiners were classified into three main categories: referential, directive and expressive. The results indicate the value of expressive feedback for the development of self‐regulated learning in doctoral supervision.

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Additional Metadata

Item Type:	Article
Divisions:	Faculty of Modern Language and Communication
DOI Number:	https://doi.org/10.1080/14623940903525140
Publisher:	Routledge
Keywords:	Examiner reports; Feedback; Functions of speech; PhD supervision; Reflective practice; Self‐regulated learning
Depositing User:	Nabilah Mustapa
Date Deposited:	17 Sep 2015 05:03
Last Modified:	17 Sep 2015 05:03
Altmetrics:	http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.1080/14623940903525140
URI:	http://psasir.upm.edu.my/id/eprint/40366
Statistic Details:	View Download Statistic

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