Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9125
Title: Understanding feedback: A learning theory perspective
Authors: Thurlings, Marieke
Vermeulen, Marjan
Bastiaens, Theo
Stijnen, Sjef
Keywords: Feedback
Learning theories
Teachers
Feedback processes
Systematic literature review
Issue Date: 5-Dec-2012
Publisher: Educational Research Review
Citation: Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9(453), 1-15. http://dx.doi.org/10.1016/j.edurev.2012.11.004 (IF 2.586)
Abstract: This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, specific, and neutral. In addition, four rules of thumb were formulated that reflect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables influence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback.
URI: http://hdl.handle.net/1820/9125
Appears in Collections:1. T2 Publications, books and conference papers

Files in This Item:
File Description SizeFormat 
Thurlings Vermeulen Bastiaens Stijnen 2013 1-s2.0-S1747938X12000656-main.pdf397.05 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons