1 Matching Annotations
- Oct 2020
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link.springer.com link.springer.com
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The authors noted that instructive or process feedback types were rarely observed in the instructors’ messages to students.
Why?
- time-consuming
- the sense-making of students' learning
- the ways to provide formative feedback
- the sense-making of feedback by students What kind of feedback would be most useful to students? How can we make sure that students interpret the feedback correctly?
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