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Using Feedback Strategies to Support First-Year Students’ Independent Learning and Critical Judgment

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Emerging Practices in Scholarship of Learning and Teaching in a Digital Era

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Abstract

Internationally, independent learning and critical judgment are regarded as key attributes that undergraduate students should develop in academic learning. Existing research has, however, evidenced the first year at university as a period of academic transition during which students need extensive support. This chapter explores the research question: How can feedback strategies be implemented to support first-year students’ independent learning and critical judgment? Drawing on the research literature, principles of pedagogy to support first-year students’ independent learning and critical judgment are proposed. The chapter reports a case study in which first-year students were provided with feedback through tutorial lessons of a General Education Foundation Course. Qualitative data were collected via two class observations, a teacher interview, and two focus groups. Findings suggest that the incorporation of feedback strategies into pedagogical design was the key to support first-year students’ independence and criticality in academic learning. Findings highlight the importance of pedagogical and feedback design in supporting first-year students’ learning: (a) constructing a structured tutorial framework to scaffold independent learning; (b) using active learning tasks to involve students in critical thinking and reflection; (c) employing teacher feedback to construct a supportive learning climate; and (d) using peer learning and peer feedback to develop critical judgment. The chapter concludes by drawing implications from the findings for supporting first-year students’ learning, with particular attention to engaging East Asian students in active participation in classrooms as safe and trusting learning communities.

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Author information

Authors and Affiliations

  1. Department of Education Policy and Leadership, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong

    Theodore Tai Hoi Lee

  2. Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong

    Min Yang

Authors
  1. Theodore Tai Hoi Lee
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  2. Min Yang
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Correspondence to Theodore Tai Hoi Lee .

Editor information

Editors and Affiliations

  1. Centre for Learning, Teaching and Technology, The Education University of Hong Kong, Tai Po, Hong Kong

    Siu Cheung Kong

  2. Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, Hong Kong

    Tak Lam Wong

  3. Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong

    Min Yang

  4. Department of Science and Environmental Studies, The Education University of Hong Kong, Tai Po, Hong Kong

    Cheuk Fai Chow

  5. Department of Chinese Language Studies, The Education University of Hong Kong, Tai Po, Hong Kong

    Ka Ho Tse

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Lee, T.T.H., Yang, M. (2017). Using Feedback Strategies to Support First-Year Students’ Independent Learning and Critical Judgment. In: Kong, S., Wong, T., Yang, M., Chow, C., Tse, K. (eds) Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Springer, Singapore. https://doi.org/10.1007/978-981-10-3344-5_19

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  • DOI: https://doi.org/10.1007/978-981-10-3344-5_19

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3342-1

  • Online ISBN: 978-981-10-3344-5

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