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

Producción científica: Conference contribution › revisión exhaustiva

Resumen

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.

Idioma original	English
Título de la publicación alojada	12th International Conference of the Learning Sciences, ICLS 2016
Subtítulo de la publicación alojada	Transforming Learning, Empowering Learners, Proceedings
Editores	Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Páginas	1259-1260
Número de páginas	2
Volumen	2
ISBN (versión digital)	9780990355083
Estado	Published - 2016
Evento	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duración: jun 20 2016 → jun 24 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
País/Territorio	Singapore
Ciudad	Singapore
Período	6/20/16 → 6/24/16

Nota bibliográfica

Publisher Copyright:
© ISLS.

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Otros archivos y enlaces

Citar esto

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",

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Huang, K, Law, V & Ge, X 2016, How do learners with different epistemic beliefs and needs for closure approach instructor's feedback to project? En 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.