Feedback is a somewhat perennial topic within higher education (HE), with increasing emphasis on students as independent learners who should engage as active participants to fulfil the role of a self-regulated learner.
In this episode we speak to Dr. Kurt Coppens who works within the ETHER (Engineering Technology Education Research) research group, at the Faculty of Engineering Technology, KU Leuven, Belgium and whose PhD focused on the feedback literacy of engineering students.
Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the role of feedback literacy in engineering education!
Timestamps
0.00 Welcome and introduction to episode
0.16 Podcast Intro
0.42 Experiences with feedback literacy from Natalie and Neil
4.11 Introduction to Kurt
7.05 ETHER at KU Leuven
7.58 What do we mean by feedback literacy?
9.13 What is involved in feedback literacy?
11.41 What does good feedback literacy look like?
13.28 Research developments in areas of feedback literacy
17.52 The research gap
20.07 PhD aims
21.40 Study design
28.22 Findings of the first study (Feedback Oreintation Scale)
30.10 Findings from the reflective logs
33.22 Changes in feedback literacy during first year
39.28 Changes during a degree
41.04 Improving feedback literacy
43.10 Capacity building of educators
46.15 Generalisability of findings
47.27 The future of research in this area
49.10 Key Takeaways from Kurt
50.29 Key takeaways from Natalie and Neil
Further Reading
Kurt’s work
Kurt’s Thesis can be found by following the link below: https://kuleuven.limo.libis.be/discovery/search?query=any,contains,LIRIAS4154722&tab=LIRIAS&search_scope=lirias_profile&vid=32KUL_KUL:Lirias&offset=0
Coppens, K., Van den Broeck, L., Winstone, N., & Langie, G. (2023). Capturing student feedback literacy using reflective logs. European Journal of Engineering Education, 48(4), 653–666. https://doi.org/10.1080/03043797.2023.2185501
Coppens, K., Van den Broeck, L., Winstone, N., & Langie, G. (2024). A mixed method approach to exploring feedback literacy through student self-reflection. Assessment & Evaluation in Higher Education, 50(2), 173–186. https://doi.org/10.1080/02602938.2024.2373792
Other Key Resources
https://doi.org/10.1080/02602938.2018.1463354
https://doi.org/10.2224/sbp.2002.30.8.821.
https://doi.org/10.1177/0149206310373145
https://doi.org/10.1080/02602938.2019.1667955
https://doi.org/10.1007/s10459-019-09905-5
https://doi.org/10.1080/13562517.2023.2263838
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