Feedback effectiveness in professional learning contexts

Review of Education

Volumn 4, Issue 2, 2016, Pages 195-229

  Johnson, Martin ^a  

^a University of Cambridge Local Examinations Syndicate   (United Kingdom)

Author keywords

communication; feedback; hierarchy; professional learning

Indexed keywords

EID: 85001118944     PISSN: None     EISSN: 20496613     Source Type: Journal    
DOI: 10.1002/rev3.3061     Document Type: Article

References (162)

1. AbuSeileek, A. F. & Qatawneh, K. (2013) Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners’ discourse functions, Computers & Education, 62, 181–190. doi: 10.1016/j.compedu.2012.10.013
2. Ackerman, D. S. & Gross, B. L. (2010) Instructor feedback: how much do students really want?, Journal of Marketing Education, 32(2), 172–181. doi: 10.1177/0273475309360159
3. Adcroft, A. (2011) The mythology of feedback, Higher Education Research & Development, 30(4), 405–419. doi: 10.1080/07294360.2010.526096
4. Ahmed, M., Sevdalis, N., Paige, J., Paragi-Gururaja, R., Nestel, D. & Arora, S. (2012) Identifying best practice guidelines for debriefing in surgery: a tri-continental study, The American Journal of Surgery, 203(4), 523–529. doi: 10.1016/j.amjsurg.2011.09.024
5. Ajjawi, R., Schofield, S., McAleer, S. & Walker, D. (2013) Assessment and feedback dialogue in online distance learning, Medical Education, 47(5), 527–528. doi: 10.1111/medu.12158
6. Archer, J. C. (2010) State of the science in health professional education: effective feedback, Medical Education, 44(1), 101–108. doi: 10.1111/j.1365-2923.2009.03546.x
7. Asmuß, B. (2008) Performance appraisal interviews preference organization in assessment sequences, Journal of Business Communication, 45(4), 408–429. doi: 10.1177/0021943608319382
8. Baird, J., Greatorex, J. & Bell, J. F. (2004) What makes marking reliable?, Experiments with UK examinations, Assessment in Education: Principles, Policy & Practice, 11(3), 331–348. doi: 10.1080/0969594042000304627
9. Barton, E. E. & Wolery, M. (2007) Evaluation of e-mail feedback on the verbal behaviors of pre-service teachers, Journal of Early Intervention, 30(1), 55–72. doi: 10.1177/105381510703000105
10. Basturkmen, H., East, M. & Bitchener, J. (2014) Supervisors’ on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community, Teaching in Higher Education, 19(4), 432–445. doi: 10.1080/13562517.2012.752728
11. Bearman, M., Molloy, E., Ajjawi, R. & Keating, J. (2013) ‘Is there a Plan B?’: clinical educators supporting underperforming students in practice settings, Teaching in Higher Education, 18(5), 531–544. doi: 10.1080/13562517.2012.752732
12. Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A. & Gijselaers, W. H. (2007) The analysis of negotiation of common ground in CSCL, Learning and Instruction, 17(4), 427–435. doi: 10.1016/j.learninstruc.2007.04.002
13. Beighton, C., Poma, S. & Leonard, V. (2014) Expansive learning in Firearms training: the HE/professional learning interface, Police Practice and Research: An International Journal, 1–13. doi: 10.1080/15614263.2014.951045
14. Bernstein, B. (2000) Pedagogy, symbolic control, and identity: theory, research, critique, Oxford: Rowman & Littlefield.
15. Bietz, M. J. (2008) Effects of communication media on the interpretation of critical feedback, in: Proceedings of the 2008 ACM Conference on Computer Supported Cooperative Work, New York: ACM, 467–476. doi: 10.1145/1460563.1460637
16. Billett, S. (1993) Authenticity and a culture of practice within modes of skill development, Australian and New Zealand Journal of Vocational Education Research, 2(1), 1–29. Available online at: http://www.voced.edu.au/content/ngv41810
17. Bisel, R. S., Messersmith, A. S. & Kelley, K. M. (2012) Supervisor–subordinate communication hierarchical mum effect meets organizational learning, Journal of Business Communication, 49(2), 128–147. doi: 10.1177/0021943612436972
18. Black, P. & Wiliam, D. (1998) Assessment and classroom learning, Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. doi: 10.1080/0969595980050102
19. Blair, A. & McGinty, S. (2013) Feedback-dialogues: exploring the student perspective, Assessment & Evaluation in Higher Education, 38(4), 466–476. doi: 10.1080/02602938.2011.649244
20. Boling, E. C., Hough, M., Krinsky, H., Saleem, H. & Stevens, M. (2012) Cutting the distance in distance education: perspectives on what promotes positive, online learning experiences, The Internet and Higher Education, 15(2), 118–126. doi: 10.1016/j.iheduc.2011.11.006
21. Bosley, S. & Young, D. (2006) Online learning dialogues in learning through work, Journal of Workplace Learning, 18(6), 355–366.
22. Bowe, H. & Martin, K. (2007) Communication across cultures: mutual understanding in a global world, Cambridge: Cambridge University Press.
23. Bridge, P. & Appleyard, R. (2005) System failure: a comparison of electronic and paper-based assignment submission, marking, and feedback, British Journal of Educational Technology, 36(4), 669–671. doi: 10.1111/j.1467-8535.2005.00485.x
24. Brown, E. & Glover, C. (2006) Evaluating written feedback, in: C. Bryan & K. Clegg (Eds) Innovative assessment in higher education, London: Routledge, 81–91.
25. Burke, L., Marks-Maran, D. J., Ooms, A., Webb, M. & Cooper, D. (2009) Towards a pedagogy of work-based learning: perceptions of work-based learning in foundation degrees, Journal of Vocational Education & Training, 61(1), 15–33. doi: 10.1080/13636820902819917
26. Care Quality Commission (CQC) (2010) Guidance about compliance: essential standards of quality and safety, Newcastle: CQC.
27. Chamberlain, S. & Taylor, R. (2011) Online or face-to-face? An experimental study of examiner training, British Journal of Educational Technology, 42(4), 665–675.
28. Chetwynd, F. & Dobbyn, C. (2011) Assessment, feedback and marking guides in distance education, Open Learning: The Journal of Open, Distance and E-Learning, 26(1), 67–78. doi: 10.1080/02680513.2011.538565
29. Chur-Hansen, A. & McLean, S. (2006) On being a supervisor: the importance of feedback and how to give it, Australasian Psychiatry, 14(1), 67–71. doi: 10.1080/j.1440-1665.2006.02248.x
30. Clark, H. H. (1996) Using language, Cambridge: Cambridge University Press.
31. College of Policing (2013) College of Policing: authorised professional practice. Available online at: from https://www.app.college.police.uk/app-content/risk-2/?s= (accessed 1 February 2016).
32. Coninx, N., Kreijns, K. & Jochems, W. (2013) The use of keywords for delivering immediate performance feedback on teacher competence development, European Journal of Teacher Education, 36(2), 164–182. doi: 10.1080/02619768.2012.717613
33. Cook, C. A., O'Shea, A. M., Young, A. L. & Stedmon, A. W. (1999) Helpful feedback? Deriving guidelines for advanced training systems, Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 43(21), 1133–1137. doi: 10.1177/154193129904302104
34. Cornelius, C. & Boos, M. (2003) Enhancing mutual understanding in synchronous computer-mediated communication by training trade-offs in judgmental tasks, Communication Research, 30(2), 147–177. doi: 10.1177/0093650202250874
35. Daft, R. L. & Lengel, R. H. (1986) Organizational information requirements, media richness and structural design, Management Science, 32(5), 554–571.
36. Dannels, D. P. (2000) Learning to be professional: technical classroom discourse, practice, and professional identity construction, Journal of Business and Technical Communication, 14(1), 5–37. doi: 10.1177/105065190001400101
37. Dannels, D. P. & Martin, K. N. (2008) Critiquing critiques: a genre analysis of feedback across novice to expert design studios, Journal of Business and Technical Communication, 22(2), 135–159. doi: 10.1177/1050651907311923
38. Davis, B. D. & Foster, P. (2002) Performance documentation, Business Communication Quarterly, 65(2), 108–114. doi: 10.1177/108056990206500212
39. Deci, E. L., Koestner, R. & Ryan, M. R. (1999) A meta-analytic review of experiementsexamining the effects of extrinsic rewards on intrinsic motivation, Psychological Bulletin, 125, 627–668.
40. Dennen, V. P., Aubteen Darabi, A. & Smith, L. J. (2007) Instructor–learner interaction in online courses: the relative perceived importance of particular instructor actions on performance and satisfaction, Distance Education, 28(1), 65–79. doi: 10.1080/01587910701305319
41. Dennis, A. R. & Valacich, J. S. (1999) Rethinking media richness: towards a theory of media synchronicity, paper presented at the 32nd Annual Hawaii International Conference on Systems Sciences, 5–8 January 1999, Washington, DC: IEEE Computer Society. doi: 10.1109/HICSS.1999.772701
42. Derks, D. & Bakker, A. B. (2010) The impact of e-mail communication on organizational life, Cyberpsychology?: Journal of Psychosocial Research on Cyberspace, 4(1). Available online at: http://www.cyberpsychology.eu/view.php?cisloclanku=2010052401& (accessed 1 February 2016).
43. DeSanctis, G. & Monge, P. (1998) Communication processes for virtual organizations, Journal of Computer-Mediated Communication, 3(4), doi: 10.1111/j.1083-6101.1998.tb00083.x
44. Dibble, J. L. & Levine, T. R. (2010) Breaking good and bad news: direction of the MUM effect and senders’ cognitive representations of news valence, Communication Research, 37(5), 703–722. doi: 10.1177/0093650209356440
45. Dickey, M. H., Wasko, M. M., Chudoba, K. M. & Bennett Thatcher, J. (2006) Do you know what I know? A shared understandings perspective on text-based communication, Journal of Computer-Mediated Communication, 12(1), 66–87. doi: 10.1111/j.1083-6101.2006.00315.x
46. Donnellon, A., Gray, B. & Bougon, M. G. (1986) Communication, meaning, and organized action, Administrative Science Quarterly, 31(1), 43–55.
47. Dowden, T., Pittaway, S., Yost, H. & McCarthy, R. (2013) Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress, Assessment & Evaluation in Higher Education, 38(3), 349–362. doi: 10.1080/02602938.2011.632676
48. Dweck, C. S. (2008) Mindset: how you can fulfil your potential, New York: Ballantine Books.
49. Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices, Learning, Culture and Social Interaction, 1(1), 22–32. doi: 10.1016/j.lcsi.2012.03.003
50. Egger, M., Smith, G. D. & O'Rourke, K. (2008) Rationale, potentials, and promise of systematic reviews, in: M. Egger, G. D. Smith & D. G. Altman (Eds) Systematic reviews in health care: meta-analysis in context, London: John Wiley, 3–22.
51. Ellis, R. A., Goodyear, P., Prosser, M. & O'Hara, A. (2006) How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches, Journal of Computer Assisted Learning, 22(4), 244–256. doi: 10.1111/j.1365-2729.2006.00173.x
52. Engeström, Y. (2001) Expansive learning at work: toward an activity theoretical reconceptualization, Journal of Education and Work, 14(1), 133–156. doi: 10.1080/13639080020028747
53. Engeström, Y. & Sannino, A. (2011) Discursive manifestations of contradictions in organizational change efforts, Journal of Organizational Change Management, 24(3), 368–387. doi: 10.1108/09534811111132758
54. Espasa, A. & Meneses, J. (2010) Analysing feedback processes in an online teaching and learning environment: an exploratory study, Higher Education, 59(3), 277–292. doi: 10.1007/s10734-009-9247-4
55. Evans, J. & Benefield, P. (2001) Systematic reviews of educational research: does the medical model fit?, British Educational Research Journal, 27(5), 527–541. doi: 10.1080/01411920120095717
56. Evans, G. T. & Butler, J. (1992) Expert models and feedback processes in developing competence in industrial trade areas, Australian Journal of TAFE Research and Development, 8(1), 13–32.
57. Federal Aviation Administration (FAA) (2014) Air traffic organization policy, Washington, DC: U.S. Department of Transportation. Available online at: http://www.faa.gov/documentLibrary/media/Order/7110.65V_with_CHG_2_.pdf (accessed 1 February 2016).
58. Fowler, H. W. & Fowler, F. G. (Eds) (1974) The concise Oxford dictionary (5th edn), Oxford: Oxford University Press.
59. Furnborough, C. & Truman, M. (2009) Adult beginner distance language learner perceptions and use of assignment feedback, Distance Education, 30(3), 399–418. doi: 10.1080/01587910903236544
60. Gasson, S. (2005) The dynamics of sensemaking, knowledge, and expertise in collaborative, boundary-spanning design, Journal of Computer-Mediated Communication, 10(4), doi: 10.1111/j.1083-6101.2005.tb00277.x
61. Georgakopoulou, A. (2011) ‘On for drinkies?’: Email cues of participant alignments, Language@Internet, 8(4). Available online at: http://www.languageatinternet.org/articles/2011/Georgakopoulou (accessed 1 February 2016).
62. Getsie, R. L., Langer, P. & Glass, G. V. (1985) Meta-analysis of the effects of type and combination of feedback on children's discrimination learning, Review of Educational Research, 55(1), 9–22.
63. Gibbs, G. (2006) How assessment frames student learning, in: C. Bryan & K. Clegg (Eds) Innovative assessment in higher education, London: Routledge, 23–36.
64. Goffman, E. (1967) Interaction ritual: essays in face to face behavior, Chicago: Aldine.
65. Gould, J. & Day, P. (2013) Hearing you loud and clear: student perspectives of audio feedback in higher education, Assessment & Evaluation in Higher Education, 38(5), 554–566. doi: 10.1080/02602938.2012.660131
66. Greatorex, J. & Bell, J. F. (2008) What makes AS marking reliable? An experiment with some stages from the standardisation process, Research Papers in Education, 23(3), 333–355. doi: 10.1080/02671520701692593
67. Greenhalgh, T. (2005) Effectiveness and efficiency of search methods in systematic reviews of complex evidence: audit of primary sources, British Medical Journal, 331(7524), 1064–1065. doi: 10.1136/bmj.38636.593461.68
68. Gregory, J. B. & Levy, P. E. (2012) Employee feedback orientation: implications for effective coaching relationships, Coaching: An International Journal of Theory, Research and Practice, 5(2), 86–99. doi: 10.1080/17521882.2012.691888
69. Guichon, N., Bétrancourt, M. & Prié, Y. (2012) Managing written and oral negative feedback in a synchronous online teaching situation, Computer Assisted Language Learning, 25(2), 181–197. doi: 10.1080/09588221.2011.636054
70. Hancock, J. T. & Dunham, P. J. (2001) Language use in computer-mediated communication: the role of coordination devices, Discourse Processes, 31(1), 91–110. doi: 10.1207/S15326950dp3101_4
71. Harms, P. L. & Roebuck, D. B. (2010) Teaching the Art and Craft of Giving and Receiving Feedback, Business Communication Quarterly, 73(4), 413–431. doi: 10.1177/1080569910385565
72. Hattie, J. (1999, June) Influences on student learning, Inaugural professorial address, University of Auckland, New Zealand.
73. Hattie, J. & Timperley, H. (2007) The power of feedback, Review of Educational Research, 77(1), 81–112. doi: 10.3102/003465430298487
74. Hatzipanagos, S. & Warburton, S. (2009) Feedback as dialogue: exploring the links between formative assessment and social software in distance learning, Learning, Media and Technology, 34(1), 45–59. doi: 10.1080/17439880902759919
75. Hebert, B. G. & Vorauer, J. D. (2003) Seeing through the screen: is evaluative feedback communicated more effectively in face-to-face or computer-mediated exchanges? Computers in Human Behavior, 19(1), 25–38. doi: 10.1016/S0747-5632(02), 00031-6
76. Herring, S. C. (1999) Interactional coherence in CMC, paper presented at the 32nd Annual Hawaii International Conference on Systems Sciences, 1999, HICSS-32. Available online at: doi: 10.1109/HICSS.1999.772674 (accessed 1 February 2016).
77. Hudson, P. (2014) Feedback consistencies and inconsistencies: eight mentors’ observations on one preservice teacher's lesson, European Journal of Teacher Education, 37(1), 63–73. doi: 10.1080/02619768.2013.801075
78. Huffaker, D. (2010) Dimensions of leadership and social influence in online communities, Human Communication Research, 36(4), 593–617. doi: 10.1111/j.1468-2958.2010.01390.x
79. Hyland, F. (2001) Providing effective support: investigating feedback to distance language learners, Open Learning: The Journal of Open, Distance and E-Learning, 16(3), 233–247. doi: 10.1080/02680510120084959
80. Jarvenpaa, S. L. & Leidner, D. E. (1998) Communication and trust in global virtual teams, Journal of Computer-Mediated Communication, 3(4), doi: 10.1111/j.1083-6101.1998.tb00080.x
81. Johnson, M. & Black, B. (2012a) Feedback as scaffolding: senior examiner monitoring processes and their effects on examiner marking, Research in Post-Compulsory Education, 17(4), 391–407. doi: 10.1080/13596748.2012.738965
82. Johnson, M. & Black, B. (2012b) What's going on? Analysing visual data to understand context-based decision-making processes, International Journal of Research & Methods in Education, 35(3), 243–250. doi: 10.1080/1743727X.2012.713222
83. Johri, A. (2012) From a distance: impression formation and impression accuracy among geographically distributed coworkers, Computers in Human Behavior, 28(6), 1997–2006. doi: 10.1016/j.chb.2012.06.038 org/
84. Jordan, L. (2012) Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice, ALT-J: Research in Learning Technology, 20 (0). doi: 10.3402/rlt.v20i0.19192
85. King, D., McGugan, S. & Bunyan, N. (2008) Does it make a difference? Replacing text with audio feedback, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3(2), 145–163.
86. Kirschner, P. A. & Lai, K. (2007) Online communities of practice in education, Technology, Pedagogy and Education, 16(2), 127–131. doi: 10.1080/14759390701406737
87. Kluger, A. N. & DeNisi, A. (1996) The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory, Psychological Bulletin, 119(2), 254–284. doi: 10.1037/0033-2909.119.2.254
88. Knoch, U., Read, J. & von Randow, J. (2007) Re-training writing raters online: how does it compare with face-to-face training?, Assessing Writing, 12(1), 26–43.
89. Korzenny, F. (1978) A theory of electronic propinquity mediated communication in organizations, Communication Research, 5(1), 3–24. doi: 10.1177/009365027800500101
90. Kruger, J., Epley, N., Parker, J. & Ng, Z.-W. (2005) Egocentrism over e-mail: can we communicate as well as we think?, Journal of Personality and Social Psychology, 89(6), 925–936. doi: 10.1037/0022-3514.89.6.925
91. Kupferberg, I. (2013) Introduction: institutional computer-mediated troubles talk, Language@Internet, 10(2). Available online at: http://www.languageatinternet.org/articles/2013/kupferberg (accessed 1 February 2016).
92. Lakoff, G. (1973) Hedges: a study in meaning criteria and the logic of fuzzy concepts, Journal of Philosophical Logic, 2(4), 458–508. doi: 10.1007/BF00262952
93. Lapadat, J. C. (2007) Discourse devices used to establish community, increase coherence, and negotiate agreement in an online university course, The Journal of Distance Education/Revue de l’Éducation à Distance, 21(3), 59–92.
94. Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation, Cambridge: Cambridge University Press.
95. Liberman, N., Sagristano, M. D., & Trope, Y. (2002) The effect of temporal distance on level of mental construal, Journal of Experimental Social Psychology, 38(6), 523–534. doi: 10.1016/S0022-1031(02)00535-8
96. Li, J. & De Luca, R. (2014) Review of assessment feedback, Studies in Higher Education, 39(2), 378–393. doi: 10.1080/03075079.2012.709494
97. Linderbaum, B. A. & Levy, P. E. (2010) The development and validation of the feedback orientation scale (FOS), Journal of Management, 36(6), 1372–1405. doi: 10.1177/0149206310373145
98. Lurie, N. H. & Swaminathan, J. M. (2009) Is timely information always better? The effect of feedback frequency on decision making, Organizational Behavior and Human Decision Processes, 108(2), 315–329. doi: 10.1016/j.obhdp.2008.05.005
99. Martins, L. L., Gilson, L. L. & Maynard, M. T. (2004) Virtual teams: what do we know and where do we go from here?, Journal of Management, 30(6), 805–835. doi: 10.1016/j.jm.2004.05.002
100. Mathieson, K. (2012) Exploring student perceptions of audiovisual feedback via screencasting in online courses, American Journal of Distance Education, 26(3), 143–156.
101. Mathisen, P. (2012) Video feedback in higher education—a contribution to improving the quality of written feedback, Nordic Journal of Digital Literacy, 2012(2), 97–113.
102. May, T. (2013) Identifying the characteristics of written formative feedback used by assessors in work-based qualifications, Journal of Vocational Education & Training, 65(1), 18–32. doi: 10.1080/13636820.2012.727855
103. Meadows, M. & Billington, L. (2005) A review of the literature on marking reliability, London: National Assessment Agency. Available online at: https://cerp.aqa.org.uk/sites/default/files/pdf_upload/CERP_RP_MM_01052005.pdf (accessed 1 February 2016).
104. Mengis, J. & Eppler, M. J. (2008) Understanding and managing conversations from a knowledge perspective: an analysis of the roles and rules of face-to-face conversations in organizations, Organization Studies, 29(10), 1287–1313. doi: 10.1177/0170840607086553
105. Ministry of Defence (MOD) (2008) Values and standards of the British Army, London: Army Doctrine Publications. Available online at: http://www.army.mod.uk/documents/general/v_s_of_the_british_army.pdf (accessed 9 December 2014).
106. Morgan, S. J. & Symon, G. (2002) Computer-mediated communication and remote management integration or isolation?, Social Science Computer Review, 20(3), 302–311. doi: 10.1177/089443930202000307
107. Münzer, S. & Holmer, T. (2009) Bridging the gap between media synchronicity and task performance effects of media characteristics on process variables and task performance indicators in an information pooling task, Communication Research, 36(1), 76–103. doi: 10.1177/0093650208326464
108. Murphy, E. A. & Rodriguez, M. A. (2008) Revisiting transactional distance theory in a context of web-based high-school distance education, The Journal of Distance Education/Revue de l’Éducation à Distance, 22(2). Available online at: http://www.jofde.ca/index.php/jde/article/view/38 (accessed 1 February 2016).
109. Murphy, P. (2010) Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication, ReCALL, 22(2), 112–134. doi: 10.1017/S0958344010000030
110. Nadler, D. (1979) The effects of feedback on group task behevior: a review of the experimental research, Organizational Behavior and Human Performance, 23, 309–338.
111. Nestel, D., Bello, F. & Kneebone, R. (2013) Feedback in clinical procedural skills simulations, in: D. Boud & E. Molloy (Eds) Higher and professional education. Understanding it and doing it well, Abingdon, Oxon: Routledge, 140–157.
112. Ofqual (2011) GCSE, GCE, principal learning and project code of practice, Coventry: Ofqual. Available online at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/371268/2011-05-27-code-of-practice.pdf (accessed 1 February 2016).
113. Örnberg Berglund, T. (2009) Disrupted turn adjacency and coherence maintenance in instant messaging conversations, Language@Internet, 6(2). Available online at: http://www.languageatinternet.org/articles/2009/2106 (accessed 1 February 2016).
114. Owens, J., Hardcastle, L. A. & Richardson, B. (2009) Learning from a distance: the experienceof remote students, The Journal of Distance Education/Revue de l’Éducation à Distance, 23(3),53–74.
115. Panahi, P., Birjandi, P. & Azabdaftari, B. (2013) Toward a sociocultural approach to feedback provision in L2 writing classrooms: the alignment of dynamic assessment and teacher error feedback, Language Testing in Asia, 3(1), 1–10. doi: 10.1186/2229-0443-3-13
116. Paul, A., Gilbert, K. & Remedio, L. (2013) Socio-cultural considerations in feedback, in: D. Boud & E. Molloy (Eds) Feedback in higher and professional education: understanding it and doing it well, Abingdon, Oxon: Routledge, 72–89.
117. Paulus, T. M. (1999) The effect of peer and teacher feedback on student writing, Journal of Second Language Writing, 8(3), 265–289. doi: 10.1016/S1060-3743(99), 80117-9
118. Polanyi, M. (1969) Personal knowledge (3rd edn), London: Routledge & Kegan Paul.
119. Prins, F. J., Sluijsmans, D. M. A. & Kirschner, P. A. (2006) Feedback for general practitioners in training: quality, styles, and preferences, Advances in Health Sciences Education, 11(3), 289–303. doi: 10.1007/s10459-005-3250-z
120. Ramaprasad, A. (1983) On the definition of feedback, Behavioral Science, 28(1), 4–13. doi: 10.1002/bs.3830280103
121. Raz, A. E. & Fadlon, J. (2006) Managerial culture, workplace culture and situated curricula in organizational learning, Organization Studies, 27(2), 165–182. doi: 10.1177/0170840605056399
122. Recio Saucedo, A., Whitelock, D. M., Gilbert, L. H., Hatzipanagos, S., Gillary, P., Watt, S. & Zhang, P. (2013) Improving a tutor's feedback assessment tool: transforming Open Mentor following two recent deployments, International Journal of E-Assessment, 3(1). Available online at: http://journals.sfu.ca/ijea/index.php (accessed 1 February 2016).
123. Ren, Y., Kraut, R. & Kiesler, S. (2007) Applying Common Identity and Bond Theory to Design of Online Communities, Organization Studies, 28(3), 377–408.
124. Ros i Solé, C. & Truman, M. (2005) Feedback in distance learning programmes in languages: attitudes to linguistic faults and implications for the learning process, Distance Education, 26(3), 299–323. doi: 10.1080/01587910500291389
125. Rovai, A. P. (2000) Building and sustaining community in asynchronous learning networks, The Internet and Higher Education, 3(4), 285–297. doi: 10.1016/S1096-7516(01), 00037-9
126. Sadler, D. R. (1989) Formative assessment and the design of instructional systems, Instructional Science, 18(2), 119–144. doi: 10.1007/BF00117714
127. Schegloff, E. A. (1992) Repair after next turn: the last structurally provided defense of intersubjectivity in conversation, American Journal of Sociology, 97(5), 1295–1345.
128. Schön, D. A. (1983) The reflective practitioner how professionals think in action, London: Temple Smith.
129. Scottish Qualifications Authority (SQA) (2014) SQA awarding body code of practice, Dalkeith: SQA. Available online at: http://www.sqa.org.uk/files_ccc/SQA_Awarding_Body_Code_of_Practice.pdf (accessed 1 February 2016).
130. Segoe, B. (2013) Feedback measures as a strategy for student support in open distance learning: can it come to the aid of weary student teachers?, Mediterranean Journal of Social Sciences, 4(14), 705–710. doi: 10.5901/mjss.2013.v4n14p705
131. Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6), 755–778.
132. Shaw, S. (2002) The effect of training and standardisation on rater judgement and inter-rater reliability, Research Notes, 8, 13–17.
133. Sias, P. M., Gallagher, E. B., Kopaneva, I. & Pedersen, H. (2012) Maintaining workplace friendships perceived politeness and predictors of maintenance tactic choice, Communication Research, 39(2), 239–268. doi: 10.1177/0093650210396869
134. Smith, P. J. (2003) Workplace learning and flexible delivery, Review of Educational Research, 73(1), 53–88. doi: 10.3102/00346543073001053
135. Smits, M., Boon, J., Sluijsmans, D. & van Gog, T. (2008) Content and timing of feedback in a web-based learning environment: effects on learning as a function of prior knowledge, Interactive Learning Environments, 16(2), 183–193. doi: 10.1080/10494820701365952
136. Spafford, M. M., Schryer, C. F., Mian, M. & Lingard, L. (2006) Look who's talking: teaching and learning using the genre of medical case presentations, Journal of Business and Technical Communication, 20(2), 121–158. doi: 10.1177/1050651905284396
137. Stannard, R. (2008) A new direction in feedback, Humanising Language Teaching, 10(6). Available online at: http://www.hltmag.co.uk/dec08/mart04.htm (accessed 1 February 2016).
138. Stein, D. S., Wanstreet, C. E., Slagle, P., Trinko, L. A. & Lutz, M. (2013) From ‘hello’ to higher-order thinking: the effect of coaching and feedback on online chats, The Internet and Higher Education, 16, 78–84. doi: 10.1016/j.iheduc.2012.03.001
139. Stevenson, J. (2001) Vocational knowledge and its specification, Journal of Vocational Education and Training, 53(4), 647–662. doi: 10.1080/13636820100200187
140. Stracke, E. & Kumar, V. (2010) Feedback and self-regulated learning: insights from supervisors’ and PhD examiners’ reports, Reflective Practice, 11(1), 19–32. doi: 10.1080/14623940903525140
141. Sussman, S. W. & Sproull, L. (1999) Straight talk: delivering bad news through electronic communication, Information Systems Research, 10(2), 150–166. doi: 10.1287/isre.10.2.150
142. Tang, J. & Harrison, C. (2011) Investigating university tutor perceptions of assessment feedback: three types of tutor beliefs, Assessment & Evaluation in Higher Education, 36(5), 583–604. doi: 10.1080/02602931003632340
143. Taylor, J. D., Dearnley, C. A., Laxton, J. C., Nkosana-Nyawata, I. & Rinomhota, S. (2012) The perceptions of health and social care students of using mobile 360 degree performance feedback tools in practice placement settings, International Journal of Mobile and Blended Learning, 4(1), 18–30. doi: 10.4018/jmbl.2012010102
144. Taylor, S. S. (2011) ‘I really don't know what he meant by that’: how well do engineering students understand teachers’ comments on their writing?, Technical Communication Quarterly, 20(2), 139–166. doi: 10.1080/10572252.2011.548762
145. Tennenbaum, G. & Goldring, E. (1989) A meta-analysis of the effect of enhanced instruction: cues, participation, reinforcement and feedback and coorectives on motor skill learning, Journal of Research and Development in Education, 22, 53–64.
146. Thurlings, M., Vermeulen, M., Kreijns, K., Bastiaens, T. & Stijnen, S. (2012) Development of the teacher feedback observation scheme: evaluating the quality of feedback in peer groups, Journal of Education for Teaching, 38(2), 193–208. doi: 10.1080/02607476.2012.656444
147. Trevino, L. K., Lengel, R. H. & Daft, R. L. (1987) Media symbolism, media richness, and media choice in organizations: a symbolic interactionist perspective, Communication Research, 14(5), 553–574. doi: 10.1177/009365087014005006
148. Tseng, F.-C. & Kuo, F.-Y. (2014) A study of social participation and knowledge sharing in the teachers’ online professional community of practice, Computers & Education, 72, 37–47. doi: 10.1016/j.compedu.2013.10.005
149. Tuck, J. (2012) Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue, Teaching in Higher Education, 17(2), 209–221. doi: 10.1080/13562517.2011.611870
150. Veloski, J., Boex, J. R., Grasberger, M. J., Evans, A. & Wolfson, D. B. (2006) Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7, Medical Teacher, 28(2), 117–128. doi: 10.1080/01421590600622665
151. Vonderwell, S. (2003) An examination of asynchronous communication experiences and perspectives of students in an online course: a case study, The Internet and Higher Education, 6(1), 77–90. doi: 10.1016/S1096-7516(02), 00164-1
152. Vygotsky, L. S. (1978) Mind in society: the development of higher psychological processes, Cambridge, MA: Harvard University Press.
153. Watts, S. A. (2007) Evaluative feedback: perspectives on media effects, Journal of Computer-Mediated Communication, 12(2), 384–411. doi: 10.1111/j.1083-6101.2007.00330.x
154. Weber, K. & Glynn, M. A. (2006) Making Sense with Institutions: Context, Thought and Action in Karl Weick's Theory. Organization Studies, 27(11), 1639–1660. doi: 10.1177/0170840606068343
155. Whitaker, B. G., Dahling, J. J. & Levy, P. E. (2007) The development of a feedback environment and role clarity model of job performance, Journal of Management, 33(4), 570–591. doi: 10.1177/0149206306297581
156. Whitelock, D., Watt, S., Raw, Y. & Moreale, E. (2003) Analysing tutor feedback to students: first steps towards constructing an electronic monitoring system, ALT-J. Research in Learning Technology, 11(3), 31–42. doi: 10.1080/0968776030110304
157. Whitelock, D. M., Gilbert, L. & Gale, V. (2011) Technology enhanced assessment and feedback: how is evidence-based literature informing practice?, paper presented at the 2011 International Computer Assisted Assessment (CAA) Conference, Research into e-Assessment, Southampton. Available online at: http://caaconference.co.uk/wp-content/uploads/WhitelockB-CAA2011.pdf (accessed 1 February 2016).
158. Whitford, T. & Moss, S. A. (2009) Transformational leadership in distributed work groups: the moderating role of follower regulatory focus and goal orientation, Communication Research, 36(6), 810–837. doi: 10.1177/0093650209346800
159. Wilson, C. & Williams, E. (1977) Watergate words: a naturalistic study of media and communication, Communication Research, 4(2), 169–178. doi: 10.1177/009365027700400203
160. Wiredu, G. O. (2007) Distance and contradictory motives in distributed workplace learning for a new profession, Journal of Education and Work, 20(4), 357–377. doi: 10.1080/13639080701464491
161. Yelland, C. (2011) A genre and move analysis of written feedback in higher education, Language and Literature, 20(3), 218–235. doi: 10.1177/0963947011413563
162. Ypsilandis, G. S. (2002) Feedback in distance education, Computer Assisted Language Learning, 15(2), 167–181. doi: 10.1076/call.15.2.167.8191