SESSION DETAILS
Feedback for Learning
Event: EDULEARN21
Track: Assessment, Mentoring & Student Support
Session type: VIRTUAL
Event: EDULEARN21
Track: Assessment, Mentoring & Student Support
Session type: VIRTUAL
▼ Student Responses Systems
USING BETTER MEASURES OF ONLINE ENGAGEMENT TO MODEL STUDENT PERFORMANCE – EVIDENCE FOR A LARGE FIRST YEAR STATISTICS CLASS
G. Roberts, A. Maharaj
LECTURERS' PERCEPTIONS OF SUPPORTING DIGITAL TEACHING SCENARIOS BY AN ADAPTABLE LEARNING ENVIRONMENT
T. Kubica, G. Damnik, I. Braun, R. Peine, A. Schill
DEVELOPING A RESPONSIVE MODEL OF AN INCLUSIVE CLASSROOM-BASED ELECTRONIC AUDIENCE RESPONSE SYSTEM
S. Eneje, M. Odewunmi
EXPERIENCE WITH STUDENT RESPONSE SYSTEM FOR INCREASING MOTIVATION, AND LEARNING IN CLASSES
J. Feijoo, L. Pérez, R. Maceiras, V. Alfonsín, J.L. Salgueiro
USING INFORMATION AND COMMUNICATION TECHNOLOGIES BEFORE AND AFTER COVID-19: A COMPARATIVE ANALYSIS
USING INFORMATION AND COMMUNICATION TECHNOLOGIES BEFORE AND AFTER COVID-19: A COMPARATIVE ANALYSIS
D. Palací-López, M.I. López Rodríguez
▼ Impact of Feedback on Learning
G-RUBRIC: THE USE OF OPEN TECHNOLOGIES TO PROVIDE PERSONALISED FEEDBACK IN LANGUAGES FOR SPECIFIC PURPOSES
P. Díez-Arcón, E. Martín-Monje
GIVING FEEDBACK THROUGH MBTI IN AN ONLINE LEARNING CONTEXT (EXEMPLIFIED BY TEACHING GERMAN AS A SECOND FOREIGN LANGUAGE AT THE INSTITUTE OF WORLD ECONOMY AND BUSINESS)
M. Banshchikova, K. Tkachenok
USE OF VIDEO FEEDBACK IN AN ONLINE PRONUNCIATION ACTIVITY TARGETING COMPLEX SOUNDS IN A FOREIGN LANGUAGE
S. Martin, I. Álvarez, A. Espasa
ACTIVE LEARNING IN LARGE SIZE CLASSES. A MULTIPLE CASE STUDY ON TECHNOLOGY- ENHANCED FEEDBACK IN ACADEMIC CONTEXTS
ACTIVE LEARNING IN LARGE SIZE CLASSES. A MULTIPLE CASE STUDY ON TECHNOLOGY- ENHANCED FEEDBACK IN ACADEMIC CONTEXTS
M. Ranieri, P.G. Rossi, C. Panciroli
STUDENTS PROFILES OF COGNITIVE AND EMOTIONAL ENGAGEMENT WITH FEEDBACK IN ONLINE HIGHER EDUCATION
M. Martinez Melo, T. Guasch
ULTRA-FAST FEEDBACK IS A STUDENT MOTIVATION TOOL
J. Kultan, A. Maydirova, G. Nerbekova
NON-VERBAL FEEDBACK FROM LECTURERS TO STUDENTS DURING SYNCHRONOUS ONLINE COMMUNICATION COURSE: WHAT CAN WE LEARN?
NON-VERBAL FEEDBACK FROM LECTURERS TO STUDENTS DURING SYNCHRONOUS ONLINE COMMUNICATION COURSE: WHAT CAN WE LEARN?
N.A.S. Ismail, S.M. Bujang, M.N. Awang Besar
STUDENTS’ PERCEPTIONS OF TEACHERS’ TECHNOLOGY-ENHANCED FEEDBACK PRACTICES IN HIGHER EDUCATION CLASSROOMS
M. Yang
IS STUDY DISCIPLINE A RELEVANT VARIABLE IN RELATION TO STUDENT FEEDBACK LITERACY?
A. Espasa, R.M. Mayordomo, T. Guasch, M. Martinez-Melo
FEEDBACK TOOLS IN OPEN INNOVATION ECOSYSTEM
G. Kucinskas, J. Kucinskiene