How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project?

Kun Huang; Victor Law; Xun Ge

How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project?

Kun Huang
, Victor Law
, Xun Ge

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Instructor's feedback is essential in project-based learning, yet learners approach feedback differently. This study examined how learners with different epistemic beliefs (EB) and need of closure (NFC) profiles responded to instructor's feedback in a multistage course project, and found that EB interacted with NFC to influence learners' handling of feedback.

Original language	English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publication	Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Pages	1259-1260
Number of pages	2
Volume	2
ISBN (Electronic)	9780990355083
State	Published - 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	6/20/16 → 6/24/16

Bibliographical note

Publisher Copyright:
© ISLS.

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Huang, Kun ; Law, Victor ; Ge, Xun. / How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project?. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. editor / Chee-Kit Looi ; Joseph L. Polman ; Peter Reimann ; Ulrike Cress. Vol. 2 2016. pp. 1259-1260

@inproceedings{b9332d4c5d204ae68786b5fbd0818412,

title = "How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project?",

abstract = "Instructor's feedback is essential in project-based learning, yet learners approach feedback differently. This study examined how learners with different epistemic beliefs (EB) and need of closure (NFC) profiles responded to instructor's feedback in a multistage course project, and found that EB interacted with NFC to influence learners' handling of feedback.",

author = "Kun Huang and Victor Law and Xun Ge",

note = "Publisher Copyright: {\textcopyright} ISLS.; 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 ; Conference date: 20-06-2016 Through 24-06-2016",

year = "2016",

language = "English",

volume = "2",

pages = "1259--1260",

editor = "Chee-Kit Looi and Polman, \{Joseph L.\} and Peter Reimann and Ulrike Cress",

booktitle = "12th International Conference of the Learning Sciences, ICLS 2016",

}

Huang, K, Law, V & Ge, X 2016, How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project? in C-K Looi, JL Polman, P Reimann & U Cress (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 2, pp. 1259-1260, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 6/20/16.

How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project? / Huang, Kun; Law, Victor; Ge, Xun.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Peter Reimann; Ulrike Cress. Vol. 2 2016. p. 1259-1260.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review