Feedback in The Learning Process on Indonesian Master’s Degree Experience Studying Abroad
DOI:
https://doi.org/10.21009/jtp.v24i2.25856Keywords:
master’s degree, university, feedback, learningAbstract
Studies on the perception of Indonesian master’s degree students from various universities abroad on satisfaction with feedback in the learning process are still limited. This study aims to explore the perceptions of college students related to feedback and how the feedback enables students to sharpen and improve practical skills in the learning process. Researchers in this study uses a case study method included in qualitative research. Researchers interviewed 32 participants who were selected using the snowball sampling technique which consisted of master degree students from four countries: Indonesia, the United Kingdom, the United States of America, and Australia. The questions in this study focused on responses to various types of feedback based on the question and delivery, student expectations, and how feedback affects academic performance. This study found four major themes, namely the importance of being explicit in providing feedback, variations in giving feedback, comprehensive feedback students expect for lecturers in Indonesia, and using feedback to improve students’ academic performance.
References
Bacelar, Mariane F B, Juliana Otoni Parma, Daniel Cabral, Marcos Daou, Keith R Lohse, and Matthew W Miller. 2022. “Dissociating the Contributions of Motivational and Information Processing Factors to the Self-Controlled Feedback Learning Benefit.” Psychology of Sport and Exercise 59: 102119.
Bailey, Richard Anthony. 2009. “Undergraduate Students’ Perceptions the Role and Utility of Written Assessment Feedback.” Journal of Learning Development in Higher Education, no. 1.
Bitchener, John, and Ute Knoch. 2008. “The Value of Written Corrective Feedback for Migrant and International Students.” Language Teaching Research 12 (3): 409–31.
Boud, David, and Elizabeth Molloy. 2012. “What Is the Problem with Feedback?” In Feedback in Higher and Professional Education, 11–20. Routledge.
Brannon, Lil, and Cyril H Knoblauch. 1982. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” College Composition and Communication 33 (2): 157–66.
Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
Burke, Deirdre. 2009. “Strategies for Using Feedback Students Bring to Higher Education.” Assessment & Evaluation in Higher Education 34 (1): 41–50.
Chevalier, Morgane, Christian Giang, Laila El-Hamamsy, Evgeniia Bonnet, Vaios Papaspyros, Jean-Philippe Pellet, Catherine Audrin, Margarida Romero, Bernard Baumberger, and Francesco Mondada. 2022. “The Role of Feedback and Guidance as Intervention Methods to Foster Computational Thinking in Educational Robotics Learning Activities for Primary School.” Computers & Education, 104431.
Diab, Rula L. 2006. “Error Correction and Feedback in the EFL Writing Classroom: Comparing Instructor and Student Preferences.” In English Teaching Forum, 44:2–13. ERIC.
Elwood, James A, and Jeroen Bode. 2014. “Student Preferences Vis-à-Vis Teacher Feedback in University EFL Writing Classes in Japan.” System 42: 333–43.
Gould, Jill, and Pat Day. 2013. “Hearing You Loud and Clear: Student Perspectives of Audio Feedback in Higher Education.” Assessment & Evaluation in Higher Education 38 (5): 554–66.
Jackson, Maria, and Leah Marks. 2014. “Enhancing the Utilization of Feedback by Students.” HEA STEM Annual Learning and.
Jonsson, Anders. 2013. “Facilitating Productive Use of Feedback in Higher Education.” Active Learning in Higher Education 14 (1): 63–76.
Kourgiantakis, Toula, Karen M Sewell, and Marion Bogo. 2019. “The Importance of Feedback in Preparing Social Work Students for Field Education.” Clinical Social Work Journal 47 (1): 124–33.
Lee, Icy. 2017. Classroom Writing Assessment and Feedback in L2 School Contexts. Springer.
Maag, Anelika, Chandana Withana, Srijana Budhathoki, Abeer Alsadoon, and Trung Hung VO. 2022. “Learner-Facing Learning Analytic–Feedback and Motivation: A Critique.” Learning and Motivation 77: 101764.
Maguire, Moira, and Brid Delahunt. 2017. “Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.” All Ireland Journal of Higher Education 9 (3).
Mahoney, Paige, Susie Macfarlane, and Rola Ajjawi. 2019. “A Qualitative Synthesis of Video Feedback in Higher Education.” Teaching in Higher Education 24 (2): 157–79.
Mathisen, Petter. 2012. “Video Feedback in Higher Education: A Contribution to Improving the Quality of Written Feedback.” Nordic Journal of Digital Literacy 7 (2): 97–116.
McCarthy, Josh. 2015. “Evaluating Written, Audio and Video Feedback in Higher Education Summative Assessment Tasks.” Issues in Educational Research 25 (2): 153–69.
Narciss, Susanne. 2008. “Feedback Strategies for Interactive Learning Tasks.” Handbook of Research on Educational Communications and Technology 3: 125–44.
Oagaz, Hawkar, Breawn Schoun, and Min-Hyung Choi. 2022. “Real-Time Posture Feedback for Effective Motor Learning in Table Tennis in Virtual Reality.” International Journal of Human-Computer Studies 158: 102731.
Ott, Claudia, Anthony Robins, and Kerry Shephard. 2016. “Translating Principles of Effective Feedback for Students into the CS1 Context.” ACM Transactions on Computing Education (TOCE) 16 (1): 1–27.
Pintrich, Paul R, and Akane Zusho. 2002. “Student Motivation and Self-Regulated Learning in the College Classroom.” In Higher Education: Handbook of Theory and Research, 55–128. Springer.
Rodríguez, María Fernanda, Miguel Nussbaum, Leyla Yunis, Tomás Reyes, Danilo Alvares, Jean Joublan, and Patricio Navarrete. 2022. “Using Scaffolded Feedforward and Peer Feedback to Improve Problem-Based Learning in Large Classes.” Computers & Education, 104446.
Skinner, Kate. 2014. “Bridging Gaps and Jumping through Hoops: First-Year History Students’ Expectations and Perceptions of Assessment and Feedback in a Research-Intensive UK University.” Arts and Humanities in Higher Education 13 (4): 359–76.
Small, Felicity, and Kath Attree. 2016. “Undergraduate Student Responses to Feedback: Expectations and Experiences.” Studies in Higher Education 41 (11): 2078–94.
Xu, Jian. 2022. “Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies.” Assessing Writing 51: 100593.
Yuan, Jiangmei, and ChanMin Kim. 2015. “Effective Feedback Design Using Free Technologies.” Journal of Educational Computing Research 52 (3): 408–34.
Downloads
Published
How to Cite
Issue
Section
License
Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
