Social science doctoral students' needs and preferences for written feedback

Date

2014-08-01

Author

Can, Gülfidan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

230
views

0
downloads

The purpose of this study was to investigate social science doctoral students' preferences and needs with regard to written feedback on academic writing and to develop a written feedback categorization. In an exploratory mixed methods approach, qualitative data collected during interviews were used to form a questionnaire to collect quantitative data in two research-intensive universities. The results based on 276 doctoral students' responses provided a clear list of feedback types needed by doctoral students, including comments addressing their main idea, argumentation, clarity, and information coverage. Their preferences varied on issues of autonomy, criticism, and ambiguity, all critical factors in the transition to independence expected during their doctoral education. The resulting written feedback categorization encompasses three aspects: function, focus, and presentation. The findings of this study have the potential to guide supervisors, feedback providers, and doctoral students as well as inform further research, including instrument development and written feedback content analyses.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/40811

Journal

HIGHER EDUCATION

DOI

https://doi.org/10.1007/s10734-014-9713-5

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

A Model for Doctoral Students' Perceptions and Attitudes Toward Written Feedback for Academic Writing Can, Gülfidan (Springer Science and Business Media LLC, 2011-08-01) The purpose of this study is to investigate social science doctoral students' perceptions and attitudes toward written feedback about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the relationships between students' perceptions and attitudes, their revision decisions, and other relevant factors in their written feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west public ...
The contribution of cognitive and metacognitive strategy use to seventh grade students' science achievement Akyol, Gülsüm; Öztekin, Ceren; Department of Educational Sciences (2009) The purposes of the study were to examine the differences in the level of students’ cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students’ science achievement. This study also interested in exploring the relationships between students’ background characteristics (gender, prior knowledge, socioeconomic status) and the variables i...
The effects of cooperative learning activities on the retention of vocabulary Duzan, Kemal Cem; Daloğlu, Ayşegül; Department of English Language Teaching (2006) The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students̕ vocabulary retention. The relationship between students̕ course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at Başkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading less...
Analysis of a Content-based Needs Assessment Survey for Physics Teachers OKTAY, Özlem; Eryılmaz, Ali (Hacettepe University, 2020-04-01) The purpose of the study is to develop and analyze a content-based needs assessment survey for physics teachers. With this aim, a Teacher Survey on the Nature of Physics (TSNOP) was developed as a measurement instrument for the study. The TSNOP was used to identify inservice physics teachers' needs, wishes, expectations and problems for the Nature of Physics (NOP) unit of a Professional Development Program (PDP). A total of 60 inservice physics teachers participated in the study. TSNOP includes four specifi...
Relationship between Turkish elementary science teachers occupational well being and some contextual and demographic characteristics A multivariate analysis YERDELEN, SÜNDÜS; Sungur, Semra; KLASSEN, Robert (Turkish Education Association, 2016-01-01) The purpose of this study was twofold: first, to determine the Turkish elementary science teachers' occupational well-being profile and second, to investigate the relation of science teachers' occupational well-being to some contextual and demographic characteristics. The contextual variables included class size, years of teaching experience and weekly course hours, while demographic characteristics included gender, graduated faculty, marital status, and having children. Moreover, occupational wellbeing was...

Citation Formats

G. Can, “Social science doctoral students’ needs and preferences for written feedback,” HIGHER EDUCATION, pp. 303–318, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40811.