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. Copyright © 2017 Springer Nature Singapore Pte Ltd.
|Title of host publication||Emerging practices in scholarship of learning and teaching in a digital era|
|Editors||Siu Cheung KONG, Tak Lam WONG, Min YANG, Cheuk Fai CHOW, Ka Ho TSE|
|Place of Publication||Singapore|
|ISBN (Print)||9789811033445, 9789811033421, 9811033420|
|Publication status||Published - 2017|
CitationLee, T. T. H., & Yang, M. (2017). Using feedback strategies to support first-year students’ independent learning and critical judgment. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp. 311-326). Singapore: Springer.
- First-year students
- Feedback strategies
- Teacher feedback
- Peer learning
- Peer feedback