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Exploring the existence of motivational and cognitive variables affecting the perspectives and internalization of instructor-given feedback

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Exploring the existence of motivational and cognitive variables affecting the perspectives and internalization of instructor-given feedback

Shaikh, Kamran (2008) Exploring the existence of motivational and cognitive variables affecting the perspectives and internalization of instructor-given feedback. Masters thesis, Concordia University.

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Abstract

Regardless of instructional approach and educational epistemology, feedback is widely considered an essential facet of information processing and knowledge transfer. The inherent purpose of the following study is to explore the effects that student and teacher perspectives have on the expectations, understanding, processing, prescription and adoption of instructor feedback. Interviews, and focus groups with 32 undergraduates, graduates and instructors in an Education department at Concordia University, depict both intersecting and divergent assumptions and trends regarding feedback. Results are discussed in light of applications of motivation and cognitive theories to student-centered instructional approaches.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Shaikh, Kamran
Pagination:x, 78 leaves : ill. ; 29 cm.
Institution:Concordia University
Degree Name:M.A.
Program:Educational Technology
Date:2008
Thesis Supervisor(s):Bernard, Robert
ID Code:975962
Deposited By: Concordia University Library
Deposited On:22 Jan 2013 16:17
Last Modified:18 Jan 2018 17:41
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