Internationally, independent learning and critical judgment are regarded as key attributes that undergraduate students should develop in academic learning. Existing research has, however, evidenced the first year at university as a period of academic transition during which students need extensive support. This chapter explores the research question: How can feedback strategies be implemented to support first-year students' independent learning and critical judgment? Drawing on the research literature, principles of pedagogy to support first-year students' independent learning and critical judgment are proposed. The chapter reports a case study in which first-year students were provided with feedback through tutorial lessons of a General Education Foundation Course. Qualitative data were collected via two class observations, a teacher interview, and two focus groups. Findings suggest that the incorporation of feedback strategies into pedagogical design was the key to support first-year students' independence and criticality in academic learning. Findings highlight the importance of pedagogical and feedback design in supporting first-year students' learning: (a) constructing a structured tutorial framework to scaffold independent learning; (b) using active learning tasks to involve students in critical thinking and reflection; (c) employing teacher feedback to construct a supportive learning climate; and (d) using peer learning and peer feedback to develop critical judgment. The chapter concludes by drawing implications from the findings for supporting first-year students' learning, with particular attention to engaging East Asian students in active participation in classrooms as safe and trusting learning communities.
CITATION STYLE
Lee, T. T. H., & Yang, M. (2017). Using feedback strategies to support first-year students’ independent learning and critical judgment. In Emerging Practices in Scholarship of Learning and Teaching in a Digital Era (pp. 311–326). Springer Singapore. https://doi.org/10.1007/978-981-10-3344-5_19
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